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Texas General Academic Institutions:

Increasing Successful Community College Transfer

A Report to the Texas Legislature Senate Bill 1, 83rd Texas Legislature

Fall 2014

Workforce, Academic Affairs and Research

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Texas Higher Education Coordinating Board

Harold W. Hahn, CHAIR El Paso Robert W. Jenkins, VICE CHAIR Austin David D. Teuscher, M.D., SECRETARY TO THE BOARD Beaumont Gerald T. Korty, STUDENT MEMBER OF THE BOARD Fort Worth Dora G. Alcalá Del Rio Ambassador Sada Cumber Sugarland Christopher M. Huckabee Fort Worth Jacob M. Monty Houston Janelle Shepard Weatherford John T. Steen, Jr. San Antonio

Raymund A. Paredes, COMMISSIONER OF HIGHER EDUCATION Agency Mission The Texas Higher Education Coordinating Board promotes access, affordability, quality, success, and cost efficiency in the state’s institutions of higher education, through Closing the Gaps and its successor plan, resulting in a globally competent workforce that positions Texas as an international leader in an increasingly complex world economy. Agency Vision The THECB will be recognized as an international leader in developing and implementing innovative higher education policy to accomplish our mission.

Agency Philosophy The THECB will promote access to and success in quality higher education across the state with the conviction that access and success without quality is mediocrity and that quality without access and success is unacceptable.

The Coordinating Board’s core values are: Accountability: We hold ourselves responsible for our actions and welcome every opportunity to educate stakeholders about our policies, decisions, and aspirations. Efficiency: We accomplish our work using resources in the most effective manner. Collaboration: We develop partnerships that result in student success and a highly qualified, globally competent workforce. Excellence: We strive for preeminence in all our endeavors. The Texas Higher Education Coordinating Board does not discriminate on the

basis of race, color, national origin, gender, religion, age or disability in

employment or the provision of services.

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Table of Contents

Executive Summary......................................................................................................... i

Board Directive ................................................................................................................ i

Methodology ............................................................................................................ i

Findings .................................................................................................................. ii

Recommendations ................................................................................................... iv

Introduction ................................................................................................................... 1

Analysis and Observation ............................................................................................... 2

Services Available to Transfer Students .......................................................... 2

Outreach to community colleges .................................................................... 2

Transfer success programs ............................................................................ 2

Transfer orientation ...................................................................................... 2

Advising Transfer Students ............................................................................ 3

Websites ...................................................................................................... 3

Financial aid ................................................................................................. 3

Coordinating Board efforts ............................................................................. 3

Barriers to Transfer ................................................................................................. 4

Emerging issues ........................................................................................... 4

Academic and Technical Transfer Pathways ............................................................... 5

Application Rates, Admission Rates, and Enrollments .................................................. 6

Transfer Students with Pell Grants ............................................................................ 9

Time-to-Degree Rates ............................................................................................. 10

Retention Rates ..................................................................................................... 14

Recommendations ......................................................................................................... 16

Institutional Profiles ..................................................................................................... 17

Angelo State University ........................................................................................... 18

Lamar University .................................................................................................... 21

Midwestern State University .................................................................................... 25

Prairie View A&M University .................................................................................... 29

Sam Houston State University ................................................................................. 32

Stephen F. Austin State University ........................................................................... 36

Sul Ross State University......................................................................................... 39

Sul Ross State University-Rio Grande College ............................................................ 43

Tarleton State University ......................................................................................... 46

Texas A&M International University ......................................................................... 50

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Texas A&M University ............................................................................................. 53

Texas A&M University-Central Texas ........................................................................ 57

Texas A&M University-Commerce ............................................................................ 61

Texas A&M University-Corpus Christi ........................................................................ 65

Texas A&M University-Galveston .............................................................................. 69

Texas A&M University-Kingsville .............................................................................. 72

Texas A&M University-San Antonio .......................................................................... 76

Texas A&M University-Texarkana ............................................................................. 80

Texas Southern University ....................................................................................... 84

Texas State University .......................................................................................... 88

Texas Tech University ............................................................................................ 92

Texas Woman's University....................................................................................... 96

The University of Texas at Arlington ......................................................................... 99

The University of Texas at Austin ........................................................................... 105

The University of Texas at Brownsville ................................................................... 109

The University of Texas at Dallas ........................................................................... 112

The University of Texas at El Paso ......................................................................... 115

The University of Texas at San Antonio .................................................................. 119

The University of Texas at Tyler ............................................................................ 123

The University of Texas of the Permian Basin ......................................................... 126

The University of Texas-Pan American ................................................................... 129

University of Houston ........................................................................................... 133

University of Houston-Clear Lake ........................................................................... 137

University of Houston-Downtown ........................................................................... 141

University of Houston-Victoria ............................................................................... 145

University of North Texas ...................................................................................... 148

University of North Texas at Dallas ........................................................................ 152

West Texas A&M University ................................................................................... 156

Tables

Table 1. Applications of First-Time-in-College Undergraduates and Transfer Students ............. 7

Table 2. Acceptances of First-Time-in-College Undergraduates and Transfer Students ............ 7

Table 3. Enrollments of First-Time-in-College Undergraduates and Transfer Students ............. 9

Table 4. Time-to-degree for Students with and without Pell Grants ...................................... 10

Table 5. Four-Year Completion Rates of Native and Transfer Students ................................. 11

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Table 6. Time-to-degree for Native and Transfer Students .................................................. 12

Table 7. Attempted SCH of Native and Transfer Students .................................................... 13

Table 8. Semester Credit Hours Attempted for Fall 2009 Cohort ........................................... 13

Appendices

Appendix A. General Appropriations Act, Section 55. Community College Transfer Reporting Requirement ........................................................................................ 160

Appendix B. Transfer Survey Instrument 2014 .................................................................. 161

Appendix C. Texas Applicants, Acceptances and Enrollments, 2009-2013 ............................ 164

Appendix D. Improving Transfer to Increase Student Success ............................................ 169

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Executive Summary

Board Directive

The 83rd Texas Legislature, Regular Session, General Appropriations Act for the 2014-15 Biennium (III-256, Rider 55) directs the Texas Higher Education Coordinating Board (Coordinating Board) to provide a comparative analysis of transfer goals and practices as reported by each Texas general academic teaching institution. This report fulfills that requirement and presents institutional goals to increase the number, persistence, and success of community college transfer students. Data are presented for “native” students (i.e., those who initially enrolled at a university and achieved junior status as of fall 2009 at that same university) and “transfer” students (i.e., those who transferred from a community college into a university as juniors during fall 2009). The text of Rider 55 is included in Appendix A.

This report presents information about programs and practices for encouraging transfer success that are being utilized by Texas general academic institutions. These efforts include removing barriers to transfers such as implementing academic and technical transfer pathways and local articulation agreements; aligning degree programs; and developing student outreach and advising, e.g., website development, targeted financial aid, and student success programs. The Coordinating Board is charged with providing performance data for each Texas public university. These data include application and admission rates, financial aid awards, time-to-degree calculations, and baccalaureate completion rates. The Coordinating Board conducted a comparative analysis of the institutional responses and performance data to evaluate the current state of transfer student success in Texas and to make recommendations for improvements.

Methodology

The October 2014 report tracks the cohort of Texas public university students who became juniors in fall 2009. These students were tracked through spring 2013, the latest semester for which data are available. Texas’ 38 public universities were surveyed.

Not all data are available from all institutions, however. Four Texas public institutions

are upper-division level only: Sul Ross University-Rio Grande College (Sul Ross-Rio Grande), University of Houston-Clear Lake (UH-Clear Lake), Texas A&M University-Central Texas (TAMU-Central Texas), and Texas A&M University-San Antonio (TAMU-San Antonio). These four institutions offer no point of comparison between their native and transfer students in the tables and analyses below, as all of their students are transfer students. Three additional Texas public institutions were upper-division only since their founding and began admitting freshmen too late to have native student cohort data to include in this report: University of Houston-Victoria (UH-Victoria), which first admitted freshmen in 2010; Texas A&M University-Texarkana (TAMU-Texarkana), which first admitted freshmen in 2010; and University of North Texas at Dallas (UNT-Dallas), which first admitted freshmen in 2009.

This report provides a comparison of the success trajectories of junior-level students (i.e., students who earned 60 semester credit hours) native to a university and students who transferred to a Texas public university from a community college or another university after successful completion of 60 semester credit hours (SCH). It is important to note that these

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cohorts do not reflect overall completion rates for all transfer students; every Texas public university enrolls many transfer students who enter with less than 60 SCH. The figures included in this report compare students who made similar progress toward completing a bachelor’s degree. Additionally, focusing on these cohorts allows the Coordinating Board and others to compare native and transfer students who have persisted through approximately the first half of their undergraduate coursework.

Findings

Overall, the survey and performance data indicate that Texas public universities understand the importance of transfer students and make effective efforts to recruit, retain, and graduate them. The data also show that some Texas public universities could strengthen their efforts to help transfer students make a successful transition from a community college to a Texas public university.

The survey of Texas public universities revealed a wide array of practices to improve transfer students’ retention and success. Texas public universities with high retention and completion rates for students who transfer from community colleges are more likely to require academic advising and/or orientation programs, tend to have effective online academic planning resources available, and offer specific student success programs or student tracking systems for transfer students. Some of the Texas public universities with lower retention and completion rates also have similar requirements and resources. Therefore, there is no definitive list of programs or requirements that guarantee transfer student success.

Texas public universities continued to show improved transfer success since 2010, when the Coordinating Board first began documenting their progress. In the initial report, the Coordinating Board recommended that universities bolster their efforts to establish reverse transfer agreements with community colleges to increase degree completion. Two developments made the reverse transfer of completed credit leading to the award of an associate degree easier and more comprehensive across the state. First, a change to the Texas Common Transfer Application now allows a student to authorize the release of information under the Family Educational Rights and Privacy Act (FERPA) for the purpose of facilitating the student’s completion of an associate degree post-transfer to a university. Second, passage and implementation of House Bill (HB) 3025 by the 82nd Texas Legislature required all Texas public universities to identify, track, and follow up with each student initially enrolling in higher education during fall 2012 or later who earned at least 30 SCH at a community college and completed a total of 90 SCH; this was reduced to 66 SCH with the passage of Senate Bill (SB) 498 by the 83rd Texas Legislature. Texas public universities are required to request a student’s permission to provide transcript information about credits earned in order to send that information back to a student’s community college. The community college then is required to review the transcript information and determine whether a student has completed credit that qualifies for an associate degree. This process is called “reverse transfer.”

Based on the institutional responses contained in this report, the Coordinating Board makes the following recommendations to continue supporting the transfer efforts of public universities and facilitate streamlined transfer for Texas students.

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Recommendations

In regions where a Texas public university may be the only four-year higher education institution serving a population for hundreds of miles, the university is encouraged to have articulation and dual-acceptance agreements with area community colleges.

Texas public university system offices should disseminate best-practice information about transfer student success to their constituent institutions. Texas public universities with effective transfer student success programs and services in place are valuable resources of information, and their expertise and leadership is beneficial to other institutions.

Maintaining a website with information helpful to transfer students is achievable for all Texas public universities. Institutions have invested a great deal of time and effort in their articulation agreements, course equivalencies, transfer student services, and degree program criteria, and the strengths of these efforts are not being utilized fully if they are not easily accessible and understood by students and their advisors.

Many Texas public universities cited experiences in which transfer students received incomplete or inaccurate information related to their transfer. Texas public university advisors and other academic support staff should not assume that advisors at area community colleges know everything they need to know about the transfer process, and they should take proactive steps to work with area colleges to improve the lines of communication. Many Texas public universities send advisors to community colleges to staff offices or information booths; this should become common practice for Texas public universities. Furthermore, community colleges should partner in the endeavor by providing facilities for transfer advisors from Texas public universities on a regular and routine basis.

Institutions should recognize that faculty vertical team meetings with transfer partners to align curricula and student learning outcomes in required courses are crucial tools for creating seamless transfer pathways. Such alignment helps to ensure that community college transfer students are prepared for upper-division university coursework. This is particularly important for degree programs that require block courses, courses in a specific sequence, or courses with titles and numbers that may not have obvious Lower-Division Academic Course Guide Manual (ACGM) equivalencies.

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Introduction

This report fulfills the requirements specified by the 83rd Texas Legislature, Regular Session, in the General Appropriations Act for the 2014-15 Biennium (III-256, Rider 55), which requires that the Coordinating Board provide a comparative analysis of transfer goals and practices as reported by each general academic teaching institution. The text of Rider 55 is included in Appendix A.

The report includes specific performance data for both “native” students (i.e., those who initially enrolled at a university and achieved junior status as of fall 2009 at that same university) and “transfer” students (i.e., those who transferred from a community college into a university as juniors during fall 2009) for each Texas general academic four-year institution. This is the fifth annual report, and it reflects information the Texas Higher Education Coordinating Board (Coordinating Board) gathered from Texas public universities during summer 2013. It also includes Coordinating Board data for degree completion and time-to-degree rates for a cohort of native and transfer students who became juniors in fall 2009.

The Coordinating Board conducted a survey in July 2014 that asked each public university to assess existing academic and technical transfer pathways, identify barriers to transfer, and define emerging issues. The survey also asked institutions to describe actions to serve current and future transfer students through local and regional articulation agreements, community college program enhancements, student outreach and advising, website information development, targeted financial aid, university student success programs, and degree program alignment. The full text of the survey is included in Appendix B.

In addition, the Coordinating Board drew from its existing databases to calculate comparative performance data for both native and transfer students at each institution. The cohort of students for whom these data were compiled includes native students and transfer students in order to gain an equitable view of student success patterns. All students in the cohort had earned at least 60 semester credit hours (SCH) and had achieved upper-division status. The performance data examined application, admission, and enrollment rates; financial aid awards; time-to-degree rates; and baccalaureate completion rates at Texas public universities during the preceding academic year.

The term “time to degree” in this report refers to the time a student takes to complete a bachelor’s degree from the point at which the student, either native or transfer, has successfully completed 60 SCH and achieves junior status. The term “completion rate” refers to the rate at which the same cohort of students graduated with a bachelor’s degree. For the purpose of this study, the completion rate was surveyed for the four years following the semester in which a native or transfer student achieved junior status, as defined above.

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Analysis and Observations

Services Available to Transfer Students

Outreach to community colleges. The most common method Texas public universities use for outreach is to provide visiting or permanent advisors on the campuses of partner community colleges. Some Texas public universities provide regular workshops and training for the community college advisors. Expositions and special information days are also popular outreach channels for Texas public universities to recruit and inform potential transfer students about the transfer process. Other outreach methods include classroom presentations, targeted publications, and financial aid information sessions.

Tarleton State University’s (Tarleton) efforts include meeting with local community college advisors on a regular basis. Tarleton advisors visit all five Tarrant County College campuses weekly and make regular classroom visits to neighboring community college districts. Tarleton has full-time advisors available at three additional community colleges for appointments and walk-in visits. The institution also equipped a 42-foot trailer as a Mobile Welcome Center to take academic and financial advisors to visit community colleges across the state and participate in information fairs. These efforts benefit the transfer process and help students make a smooth transition from the community college to Tarleton. Transfer success programs. Texas public universities offered a variety of creative programs specifically designed for community college students in 2014. These included “Transfer Experience” events or related workshops, transfer student services offices, student success courses, honor societies or clubs, learning communities or special sections of courses designed for transfer students, tutoring services, and a residence hall exclusively for transfer students. Transfer students also make regular use of support services available to all students, particularly advising centers, tutoring and academic support services, Veterans Affairs, financial aid centers, and career placement services.

TAMU-Central Texas is an upper-division public university, so all its students are transfer students. The university offers several programs that could serve as models for other institutions. Their Early Alert program provides a quick way to identify students who may face academic challenges. The “Warriors Who Win” contract offers resource support and coaching, as well as incentives for success to transfer students returning from academic suspension. Another program pairs new transfer students with successful upperclassmen for mentoring. Such efforts can be replicated by other institutions. Transfer orientation. Several barriers to transfer that institutions mentioned in the survey include student misconceptions about the core curriculum, the accessibility of information about degree requirements, financial aid procedures, course sequencing, and general unpreparedness for university life and culture. These and other topics can effectively be addressed in orientation sessions for new transfer students. However, 15 Texas public universities do not offer orientation specifically designed for transfer students, and transfer students do not reliably attend regular orientations for freshmen. Among the 15 universities that do not offer orientation specifically designed for transfer students, participation in orientation averaged 17 percent among transfer students. The Texas public universities that offer orientation specifically

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designed for transfer students had much greater participation. On average, 86 percent of transfer students participated. Advising transfer students. One barrier to successful transfer mentioned by the participating universities in the survey is the availability of university advising on community college campuses. All Texas public universities, with the exception of Lamar University (Lamar) and Stephen F. Austin University (SFA), provide on-site advising in addition to advising already provided by community colleges. Texas State University (Texas State) provides advising to 65 community college sites, followed by Texas Tech University (Texas Tech) with 60 sites, and Sam Houston State University (Sam Houston) with 48 sites. The majority of Texas public universities reported providing advisors at 11 sites, which is an increase from the 10 sites reported by institutions in 2013.

Websites. All the Texas general academic institutions that responded to the 2014 survey have websites specifically tailored to the needs of transfer students. TAMU-Central Texas is an upper-division-level-only institution, so its entire website is focused on transfer students. Two institutions, Prairie View and TAMU-San Antonio, added transfer websites since last year’s report.

Seven Texas public universities do not provide the texts of transfer agreements on their websites, and all but one (Lamar) also lacked a section on their websites that allows students to compare their credits earned with the institution’s specific requirements. Since this information is available already at each institution, it would benefit transfer students to have it publically available and accessible on the transfer student website, particularly since there is not always convenient access to informed advisors on every two-year college campus.

Almost half of the institutions responding to the survey (17 out of 38) are not using the Texas Common Course Numbering System (TCCNS) or providing their own course number equivalents to it on their websites as information for transfer students. The institutions that do are providing transfer students with information that may help reduce students’ overall time-to-degree by specifying the courses that are necessary for specific baccalaureate degree programs. One barrier to transfer expressed by several Texas public universities on the survey is confusion about core curriculum courses in regard to which courses count toward which degrees and which courses (particularly political science) are equivalent to which block courses at universities.

Financial aid. During this period of limited resources, Texas public universities are maintaining the commitment to financial aid for transfer students. Texas public universities with a mix of native and transfer students award transfer students with an average of 25 percent of their overall financial aid. Transfer students remain heavily dependent upon financial aid. Institutions responding to the survey reported that between 18 percent (TAMU-Texarkana) and 85 percent (UT-Arlington) of transfer students received some form of financial aid, with 62 percent as the average. The average amount awarded per student was $9,581 per year.

Coordinating Board efforts. The Coordinating Board has initiated a number of projects intended to facilitate transfer by providing more efficient and collaborative practices among Texas public colleges and universities. Individual institution-to-institution articulation agreements can offer secure pathways for students who know precisely where they intend to transfer and what field of study they expect to pursue. Statewide initiatives such as the TCCNS,

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the fully transferrable 42 SCH general education core curriculum, Field of Study Curricula (FOSC), and the statewide voluntary transfer compacts provide reliable transfer pathways for students, especially those who must compare several choices when considering their transfer options. Additional information about Coordinating Board efforts may be found in the publication Improving Transfer to Increase Student Success (see Appendix D).

Barriers to Transfer

The Coordinating Board survey asked for Texas public universities to identify barriers to transfer. The universities reported 35 discrete barriers. These varied by institution, according to the extent of each institution’s outreach efforts with their community college partners and the nature of their transfer agreements.

There is more diversity than consistency in the barriers that were identified, but there

were some similar recurring issues. The most frequently mentioned barrier is a lack of advising before transfer. Students sometimes take courses that will not count for credit toward their chosen degree programs after transfer, or they take courses that they assume will count toward a university degree program because they are in the core curriculum. These two issues are preventable with early and appropriate advising. However, even when advisors are available and students receive their advice, it is ultimately up to the student to act upon the advice.

The second most frequently cited barrier is course scheduling and sequencing.

Community colleges are not always able to offer every needed course for every program in the articulation agreements on a schedule that facilitates efficient transfers. Some degree programs require courses to be offered in a block or in a certain sequence for transfer, and community colleges are not always able to offer these courses on a schedule that meets students’ needs. Also, students are sometimes unaware that institutions may have requirements for sequenced courses.

Another barrier mentioned by several Texas public universities is the difficulty of

evaluating transcripts in time for full and efficient transfers. Not all Texas public universities use the TCCNS, and it can be difficult to align courses when they are given different names or numbers.

Emerging issues. Texas public universities reported a range of emerging issues that could affect the success of transfer students. The most commonly reported concern (cited by five institutions) is the lack of financial aid for transfer students. Another is the need to increase student services for transfer students. An additional recurring concern is the number of students transferring with excessive hours, which led them to exhaust their financial aid eligibility before they could complete their bachelor’s degrees.

Some emerging issues involve the limitations on physical space as enrollments increase:

a lack of on-campus student housing and no central location for transfer student services are cited as examples. Others mentioned the geographic location of the campus and whether students could easily commute or would need to relocate to attend the university.

The availability of advisors continues to be a concern. Some Texas public universities

expressed a need for additional advisors and better training for existing advisors. Emerging

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issues that could be addressed by advisors are students taking excessive hours or unnecessary courses, the evaluation of courses and portfolios for transferability, course alignments with specific programs, and scheduling.

Some of the emerging issues are largely beyond the reach of the institutions and the

advisors and rest with the students themselves. Transfer students are sometimes unprepared for life on a Texas public university, and they do not always take advantage of the information and advice available from advisors and web pages.

Still, emerging issues related to students include indecision leading to taking excessive

hours and exhausting student aid eligibility; delaying core courses until the senior year when the courses may not be available or may interrupt the student’s degree; poor financial planning; and enrolling in degree programs before calculating overall costs and course availability for the time available. Other issues affecting transfer students’ success are often those associated with transportation to campus, childcare, veteran’s issues, evening/weekend/online course offerings, and the course equivalencies of semester credit hours earned for life experience or competency-based education.

Academic and Technical Transfer Pathways

Articulation agreements between Texas public universities and community colleges allow students to progress through a bachelor’s degree program without taking unnecessary courses, allowing students to seamlessly progress and transition from a community college to a university. Agreements may specify the courses and letter grades that will transfer and count for credit toward identified degree programs at a Texas public university. Voluntary agreements make it less likely that community college students will take courses that will not satisfy their bachelor’s degree requirements, thereby reducing their overall time to the baccalaureate degree. When Texas public university faculty participate in the development of articulation agreements, departments can design upper-division course content around a dependable set of prerequisite requirements and student learning outcomes.

All of the Texas public universities participating in the 2014 survey have articulation agreements with one or more area colleges. Texas State reported having the most transfer agreements, 3,090 total programs identified with 29 separate two-year institutions. University of Houston-Downtown (UH-Downtown) reported having 385 articulation agreements. Excluding Texas State with their exceptionally high number, Texas public universities, on average, have 38 active articulation agreements.

Articulation agreements may be further refined into academic and workforce degree

programs. The degree programs considered “academic” are composed of courses that appear in the Coordinating Board’s Lower-Division Academic Course Guide Manual (ACGM), and the programs considered “workforce” are those with courses that appear in the Coordinating Board’s Workforce Education Course Manual (WECM). While Texas State did not differentiate whether their 3,090 agreements are academic or workforce, UH-Downtown reported that of their 385 agreements, 225 are academic and 160 are workforce transfer agreements. Institutions with academic transfer agreements well above the state average of 29 (excluding Texas State) are Texas Woman’s University (Texas Woman’s) (141), The University of Texas at Dallas (UT-Dallas) (73), Prairie View (57), SFA (57), and Texas Tech (56). Institutions with workforce transfer agreements more than twice the state average of seven are UH-Downtown

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(160), University of North Texas (UNT) (25), The University of Texas at Brownsville (UT-Brownsville) (22), and Tarleton (15).

Most of the Texas public universities responding to the survey have active faculty

participation in the articulation agreements. Participation usually takes the form of vertical teaming, in which meetings occur between faculty in paired departments to discuss course content and student learning outcomes. The state average for such meetings was nine for the 2013-14 school year. Lamar University was highly active, reporting 40 such meetings, as was UH-Downtown with 35, and Sam Houston with 30. The University of Texas at Austin (UT-Austin) reported having only one vertical team meeting.

Students can supplement information from their advisors about exactly which courses

will transfer to specific degree programs by accessing the texts of articulation agreements via institutions’ websites. The majority of Texas public universities make the texts of the articulation agreements accessible on their websites. Six institutions (Lamar, Prairie View, Sul Ross, UT-Brownsville, TAM-International, and The University of Texas at Tyler) did not publish the agreements on their websites. TAMU-Central Texas and UT-Austin reported having no articulation agreements.

At the state level, a statute regarding reverse transfer was implemented following the

82nd session of the Texas Legislature, Regular Session, in 2011. Texas Education Code (TEC) Section 61.833 created the requirement that certain students who earn credit at a lower-division institution and transferred may have credit sent back to their lower-division institution in a process called “reverse transfer,” so that the students may receive an associate degree even after they transfer to a university.

Application Rates, Admission Rates, and Enrollments

Five years of applicant data (see Appendix C) for both first-time-in-college undergraduates (FTUG) and community/technical college transfer students at Texas public universities show that the number of applicants and the number of acceptances for first-time students are much higher than for transfers. However, a higher percentage of accepted transfer students actually enroll. The following observations focus on the fall 2013 data.

Applications for undergraduate university admission fall into two groups: first-time-in-

college (FTUG) undergraduates and transfer undergraduates. Coordinating Board 2013 data indicate that 140,109 university applicants were FTUG, up from 136,614 in 2012; 30,135 applied as transfer students, up slightly from 29,766 in 2012. Transfer students comprised 17.7 percent of the total undergraduate applicants to universities (170,244 applicants). The percentage of transfer students in the number of total undergraduate applications has steadily declined over the last five years (see Table 1).

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Table 1. Applications of First-Time-In-College Undergraduates and Transfer Students

Year (Fall

Applicants)

Total Undergraduate Applicants to Texas Public Universities

Total FTUG

Applicants

Total Transfer

Applicants

Percent FTUG

Applicants

Percent Transfer

Applicants

2009 144,384 115,965 28,419 80.3% 19.7%

2010 153,140 123,503 29,630 80.6% 19.4%

2011 157,834 128,095 29,739 81.2% 18.8%

2012 166,380 136,614 29,766 82.1% 17.9%

2013 170,244 140,109 30,135 80.6% 17.7% Source: Coordinating Board, CBM00B

The number of students applying to enter undergraduate higher education at Texas

public universities has been steadily increasing during this five-year period, and the number of students transferring has also increased each year. Increases in the number of transfer students are not keeping pace with the overall increases in undergraduate applications to Texas public universities.

Acceptance rates are similar from one year to the next for native and transfer

applicants. However, the percentage of FTUG applicants accepted has increased, while the number of transfer students accepted has decreased (see Table 2). FTUG applications have rose 17 percent from fall 2009 to fall 2013, while the percentage of FTUG accepted rose by 1.5 percent for the same period; transfer applicants increased during the same time by 6 percent, and the percentage of transfer applicants who were accepted decreased by 1.5 percentage points. The number of transfer students applying and being accepted into universities is not increasing as quickly as the number of FTUG students.

Table 2. Acceptances of First-Time-In-College Undergraduates and Transfer Students

Year (Fall Applicants)

Total Undergraduate

Applicants Accepted to Texas Public Universities

Total FTUG Applicants Accepted

Total Transfer

Applicants Accepted

Percent FTUG

Applicants Accepted

Percent Transfer

Applicants Accepted

2009 124,129 98,875 25,254 79.7% 20.3%

2010 129,628 103,246 26,382 79.7% 20.3%

2011 132,745 106,450 26,295 80.2% 19.8%

2012 138,903 112,304 26,599 80.9% 19.1%

2013 139,117 112,926 26,191 81.2% 18.8% Source: Coordinating Board, CBM00B

From fall 2009-13, the following application rates and acceptances occurred for FTUG

and transfer students:

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In fall 2009, 89 percent of transfer applicants were accepted, and 73 percent of all applicants enrolled, which was a small increase over fall 2008. Among first-time applicants in fall 2009, 85 percent were accepted, and 62 percent of all applicants enrolled, a slight decrease from 2008.

In fall 2010, 89 percent of transfer applicants were accepted, and 73 percent of those who applied actually enrolled (almost no increase in acceptances, but a small increase in enrollment). Among FTUG students in fall 2010, 84 percent of applicants were accepted, and 63 percent enrolled.

In fall 2011, 88 percent of transfer applicants were accepted, and 74 percent of those who applied actually enrolled, a small decrease in acceptances, but a small increase in enrollment over the previous year. Among FTUG students in fall 2011, 83 percent of applicants were accepted, and 63 percent enrolled.

In fall 2012, 89 percent of transfer applicants were accepted, and 73 percent of those who applied actually enrolled, a small increase in both acceptances and enrollments over the previous year. Among FTUG students in fall 2011, 82 percent of applicants were accepted, and 61 percent enrolled.

In fall 2013, the most recent year for which data are available, 87 percent of transfer applicants were accepted, and 73 percent of those actually enrolled, a small decrease in acceptances and a small increase in enrollments over the previous year. Among FTUG students the fall 2013, 80 percent of applicants were accepted, and 62 percent enrolled. The total enrollments of first-time-in-college undergraduates increased 11 percent from

2009 through 2013 (see Table 3). Enrollments of transfer students increased at a much slower rate at 4 percent from 2009 through 2013. The percentage figures are stable over the five-year period, with only a 2-percent difference between 2009 and 2013 (77% to 79% for FTUG, 23% to 21% for transfer students).

For fall 2013, UNT, Sam Houston, Texas State, Texas Tech, University of Houston (UH),

and UT-Arlington enrolled more than 1,000 transfer students (see Appendix C). Another nine Texas public universities enrolled between 500 and 1,000 transfer students, and the remaining institutions enrolled fewer than 500 transfer students. In 2013, UNT had the most transfer students enrolled at 1,779.

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Table 3. Enrollments of First-Time-In-College Undergraduates and Transfer Students

Year (Fall Semester)

Total Undergraduates

Enrolled at Texas Public Universities

Total FTUG Enrolled

FTUG Percentage

of Total Enrollment

Total Transfer Students Enrolled

Transfer Student

Percentage of Total

Enrollment

2009 79,976 61,586 77% 18,390 23%

2010 79,278 65,021 82% 14,257 18%

2011 86,257 66,907 78% 19,350 22%

2012 88,026 68,629 78% 19,397 22%

2013 89,703 70,505 79% 19,198 21% Source: Coordinating Board, CBM001

Transfer Students with Pell Grants

Transfer students can receive many types of financial aid. Pell grants are a need-based form of federal aid that are used in Coordinating Board reporting as an indicator of students who come from financially disadvantaged circumstances.

As shown in Table 4, whether or not transfer students receive Pell grants made little

difference, on average, in the four-year graduation rates. Among the 2009 cohort, 66 percent of the 7,417 total transfer students with Pell grants graduated within four years, and 67 percent of the 5,045 transfer students without Pell grants graduated within four years. The difference widens to 5 percentage points for retention: 85 percent of transfer students with Pell grants were retained from one year to the next, compared to 80 percent of transfer students without Pell grants.

A higher percentage of native students receive Pell grants than transfer students, and

the differences are wider for the four-year graduation rates than they are for transfer students. On average, 79 percent of the 15,714 native students with Pell grants graduated within four years, and 87 percent of the 24,273 students without Pell grants graduated within four years. There was only 1 percentage point difference in retention between native students with (89%) and without (90%) Pell grants.

10

Table 4. Time-to-Degree Rates for Students with and without Pell Grants

Source: Coordinating Board, CBM009

Time-to-Degree Rates

As shown in Table 5, 84 percent of native students who achieved junior status by earning a total of 60 SCH prior to the fall 2009 semester completed a bachelor’s degree within the following four years. This 84 percent figure is unchanged from the 2008 cohort. The completion rate for community college transfer students was 66 percent (down from 68.5 percent in 2008) during the same four-year period, showing an average completion rate for

Total

with

Pell

Total

w/o

Pell

Four-year

grad rate:

with Pell

Four-year

grad rate:

w/o Pell

Total

with

Pell

Total

w/o

Pell

Four-year

grad rate:

with Pell

Four-year

grad rate:

w/o Pell

Sul Ross State University Rio Grande College* 30 17% 44%

Angelo State University 316 267 82% 74% 25 34 44% 68%

Texas A&M University-Commerce 155 160 78% 79% 124 255 69% 65%

Lamar University 405 361 75% 71% 49 61 53% 56%

Midwestern State University 241 178 83% 74% 50 73 62% 78%

University of North Texas 1524 838 83% 79% 523 549 70% 68%

The University of Texas-Pan American 363 1208 70% 75% 42 326 69% 74%

Sam Houston State University 851 474 87% 84% 229 222 75% 71%

Texas State University 1612 770 84% 78% 391 462 74% 67%

Stephen F. Austin State University 709 505 89% 80% 95 164 66% 63%

Sul Ross State University 37 74 76% 82% 8 18 88% 56%

Prairie View A&M University 194 634 82% 68% 16 21 75% 67%

Tarleton State University 404 290 91% 81% 145 172 75% 73%

Texas A&M University 5309 1455 94% 89% 224 144 92% 90%

Texas A&M University-Kingsville 175 216 80% 77% 31 86 77% 71%

Texas Southern University 78 424 60% 59% 12 25 17% 44%

Texas Tech University 2204 787 91% 81% 209 231 77% 68%

Texas Woman's University 218 207 87% 71% 134 161 74% 70%

University of Houston 1228 1051 83% 79% 206 306 58% 62%

The University of Texas at Arlington 609 542 85% 81% 490 583 58% 64%

The University of Texas at Austin 4180 1774 91% 84% 111 118 84% 78%

The University of Texas at El Paso 466 979 71% 77% 71 459 48% 64%

West Texas A&M University 334 220 84% 79% 126 141 62% 62%

Texas A&M International University 85 301 84% 79% 22 149 73% 62%

The University of Texas at Dallas 640 217 87% 82% 293 365 68% 73%

The University of Texas of the Permian Basin 63 72 83% 81% 65 49 54% 53%

The University of Texas at San Antonio 1072 985 81% 74% 220 451 59% 63%

Texas A&M University at Galveston 100 43 94% 88% 13 7 69% 57%

Texas A&M University-Corpus Christi 351 274 81% 78% 70 148 63% 68%

The University of Texas at Tyler 230 112 89% 85% 77 120 57% 67%

University of Houston-Clear Lake* 366 380 67% 64%

University of Houston-Downtown 97 211 58% 66% 234 334 54% 57%

University of Houston-Victoria† 81 101 59% 62%

Texas A&M University-Texarkana† 33 66 58% 56%

The University of Texas at Brownsville 22 85 100% 81% 36 148 61% 61%

Texas A&M University-Central Texas* 44 69 45% 64%

Texas A&M University-San Antonio* 95 210 68% 67%

University of North Texas at Dallas† 55 113 75% 71%

Statewide Summary 24273 15713 87% 79% 5045 7417 67% 66%

†Four-year cohort data not yet available.

*Upper-division level only; no native students.

Total Juniors - Transfers

Texas Public Universities

Total Juniors - Natives

11

community college transfer students that lagged 18 percentage points behind their university native student peers. The gap between native and transfer student degree completion is the widest in four years. Table 5. Four-Year Completion Rates for Native and Transfer Students

Starting Year Native Student Completion Rate

Transfer Student

Completion Rate

Difference

2006 83% 67% 16%

2007 84% 68% 16%

2008 84% 68.5% 15.5%

2009 84% 66% 18% Source: Coordinating Board, CBM009

There continues to be substantial variation in the achievement gap between native and

transfer students for each individual Texas public university. UT-Pan American was the only institution where the four-year graduation rate (74%) was equal for both native and transfer students. At Texas A&M University (TAMU), the four-year graduation rates are only 1 percent apart, 93 percent for native and 92 percent for transfer students. No Texas public four-year university had a higher four-year graduation rate for transfer students than for native students.

There are some notable differences from the 2008 cohort year to the 2009 cohort year.

Most Texas public institutions have similar four-year graduation rates for their transfer students, within five percentage points, from 2008 to 2009. The larger changes at institutions were mostly declines in the four-year graduation rates for transfer students. The largest decline in four-year graduation rates for transfer students was at TAMU-Texarkana, where rates fell from 73 percent to 57 percent (16 percentage points) in one year. UT-Permian Basin also saw a large drop, 14 percentage points, in the four-year graduation rate for its transfer students.

Some Texas public universities saw improvements in the four-year graduation rates over

last year. The most notable of these were UT-Austin, which increased its four-year graduation rates for transfer students 14 points, from 75 percent to 81 percent; and TAMU which increased its rate 6 points from 86 percent to 92 percent.

The use of completion rates at the four-year mark after the achievement of junior status

is only one way to look at student success. The overall average time it takes to complete the bachelor’s degree and the average number of SCH attempted are also useful measures of institutional efficiency. Average time-to-degree rates take into consideration the time since a student first enrolled at any institution of higher education after graduating from high school.

For the students in the 2009 cohort who graduated by 2013, the average time it took

university native students to earn the bachelor’s degree was 5.4 years, up slightly from the five years it took for the 2008 cohort. Community college transfer students from the 2008 cohort took seven years, whereas the 2009 cohort took 7.7 years, so there was a small increase. Transfer students still required more than two additional years to complete their degrees, when compared with their university native peers. Time-to-degree data for individual Texas public

12

universities show that no university has been able to graduate transfer students in the same time period as it graduates native students.

Table 6. Time-to-Degree Rates for Native and Transfer Students


Although transfer students take longer to complete their degrees, they appear to be

doing so without attempting more SCH than university native students. This suggests that transfer students are taking fewer SCH per semester than native students, perhaps due to work or family responsibilities. The gap between the attempted SCH taken by native and transfer

Total

Graduates

Average

Time to

Degree

Average

No of

Semesters

Total

Graduates

Average

Time to

Degree

Average

No of

Semesters

Total

Graduates

Average

Time to

Degree

Average

No of

Semesters

Sul Ross State University Rio Grande College* 48 7.8 11.0 8.0 15.0 47 7.8 10.9

Angelo State University 491 5.8 10.6 457 5.7 10.5 34 7.4 11.6

Texas A&M University-Commerce 500 7.1 10.4 248 5.4 10.0 252 8.8 10.8

Lamar University 617 5.8 10.7 557 5.7 10.6 60 6.8 11.3

Midwestern State University 418 6.1 10.7 330 5.6 10.6 88 7.7 11.4

University of North Texas 2668 5.8 10.1 1927 5.3 9.8 741 7.1 11.0

The University of Texas-Pan American 1433 6.6 11.7 1162 6.3 11.6 271 7.7 12.0

Sam Houston State University 1470 5.6 10.0 1140 5.1 9.7 330 7.2 11.3

Texas State University 2558 5.9 10.4 1959 5.4 10.1 599 7.6 11.4

Stephen F. Austin State University 1204 5.6 9.8 1038 5.2 9.6 166 7.9 11.0

Sul Ross State University 106 5.9 10.4 89 5.7 10.4 17 7.1 10.6

Prairie View A&M University 619 5.5 10.1 593 5.4 10.1 26 7.9 10.7

Tarleton State University 838 6.3 10.4 603 5.6 10.3 235 8.1 10.5

Texas A&M University 6595 5.2 9.8 6258 5.2 9.8 337 6.1 10.6

Texas A&M University-Kingsville 391 6.2 11.0 306 6.0 10.9 85 7.3 11.4

Texas Southern University 310 6.3 11.4 297 6.2 11.4 13 8.8 12.5

Texas Tech University 2963 5.5 10.1 2646 5.3 9.9 317 6.6 11.3

Texas Woman's University 548 6.5 10.3 336 5.3 9.8 212 8.4 11.0

University of Houston 2154 5.9 10.7 1845 5.6 10.6 309 7.2 11.7

The University of Texas at Arlington 1613 6.4 10.5 957 5.5 10.1 656 7.7 11.0

The University of Texas at Austin 5494 5.1 9.4 5309 5.1 9.4 185 6.6 10.6

The University of Texas at El Paso 1413 6.2 11.1 1086 5.7 10.8 327 7.8 12.1

West Texas A&M University 619 6.3 10.7 453 5.7 10.6 166 8.1 11.2

Texas A&M International University 416 6.1 10.4 308 5.4 9.8 108 8.1 12.1

The University of Texas at Dallas 1200 5.9 10.0 734 4.9 9.2 466 7.4 11.3

The University of Texas of the Permian Basin 171 6.5 10.9 110 5.8 10.6 61 7.9 11.6

The University of Texas at San Antonio 2012 6.2 11.0 1600 5.8 10.8 412 7.7 11.7

Texas A&M University at Galveston 145 5.2 9.7 132 5.2 9.6 13 6.1 11.4

Texas A&M University-Corpus Christi 644 6.2 10.8 499 5.7 10.5 145 8.0 11.8

The University of Texas at Tyler 423 5.9 10.4 299 5.4 10.1 124 7.3 11.3

University of Houston-Clear Lake* 487 8.2 11.5 487 8.2 11.5

University of Houston-Downtown 513 7.5 11.8 196 6.6 11.9 317 8.1 11.7

University of Houston-Victoria† 111 8.2 11.0 111 8.2 11.0

Texas A&M University-Texarkana† 56 8.9 10.8 56 8.9 10.8

The University of Texas at Brownsville 204 7.1 10.8 91 5.8 10.4 113 8.2 11.1

Texas A&M University-Central Texas* 64 7.7 10.0 64 7.7 10.0

Texas A&M University-San Antonio* 206 9.7 12.1 206 9.7 12.1

University of North Texas at Dallas† 121 9.5 11.8 121 9.5 11.8

Statewide Summary 41843 5.8 10.3 33565 5.4 10.0 8277 7.7 11.3




Total Graduates Total Graduates (Natives) Total Graduates (Transfers)

13

students does not show a large or steady variation over time (see Table 7), with transfer students only attempting an average of 5.6 SCH more than native students in the 2009 cohort.

Table 7. Attempted SCH of Native and Transfer Students


The data in Table 7 show that the most time-efficient path is that of a native student

enrolling in a four-year Texas public university and completing their bachelor’s degree at the same institution. The similarity in the number of SCH attempted by transfer and native students suggests that students who transfer from a community college may progress more slowly in time to degree, but are only slightly less efficient in terms of the number of attempted semester credit hours. Even with the longer time to degree and with potentially higher overall costs in living expenses, transfer students may realize cost efficiencies in the lower tuition and fees they pay during the community college portion of their studies.

Table 8. Semester Credit Hours Attempted for Fall 2009 Cohort

Total

Graduates

Average

No of SCH

Attempted

Total

Graduates

Average

No of SCH

Attempted

Total

Graduates

Average

No of SCH

Attempted

Sul Ross State University Rio Grande College* 48 140.0 47 139.8

Angelo State University 491 144.2 457 143.9 34 148.7

Texas A&M University-Commerce 500 139.6 248 139.9 252 139.2

Lamar University 617 144.6 557 144.3 60 147.5

Midwestern State University 418 143.8 330 145.1 88 139.0

University of North Texas 2668 139.8 1927 138.3 741 143.7

The University of Texas-Pan American 1433 150.6 1162 150.5 271 151.4

Sam Houston State University 1470 140.3 1140 137.5 330 149.9

Texas State University 2558 137.3 1959 135.1 599 144.2

Stephen F. Austin State University 1204 139.5 1038 138.9 166 143.1

Sul Ross State University 106 150.7 89 152.2 17 142.5

Prairie View A&M University 619 153.0 593 153.4 26 142.8

Tarleton State University 838 139.2 603 141.6 235 133.2


Total GraduatesTotal Graduates

(Natives)

Total Graduates

(Transfers)

Starting Year Native Student Attempted SCH

Transfer Student Attempted SCH

Difference

2006 143 146 3

2007 154 140 -14

2008 139 145 6

2009 138.4 144 5.6

14


Retention Rates

This section of the report examines a cohort of students who were classified as juniors in fall 2009. The native students who started at a university and reached their junior status at the same university in fall 2009 were 76 percent of the total cohort. The other 23 percent of the cohort were transfer students who were admitted to a Texas public university for the first time in fall 2009 as juniors. These percentages remained stable over previous three consecutive years: 2006 cohort = 76 percent natives, 24 percent transfers; 2007 cohort = 77 percent natives, 23 percent transfers; 2008 cohort = 70 percent natives, 30 percent transfers.

Overall, native students in the 2009 cohort performed better than transfer students on

two key measures: the one-year retention rate, defined as the percentage of students who

Total

Graduates

Average

No of SCH

Attempted

Total

Graduates

Average

No of SCH

Attempted

Total

Graduates

Average

No of SCH

Attempted

Texas A&M University 6595 135.2 6258 134.6 337 145.7

Texas A&M University-Kingsville 391 150.0 306 149.7 85 151.3

Texas Southern University 310 164.8 297 164.6 13 168.7

Texas Tech University 2963 140.8 2646 139.8 317 149.3

Texas Woman's University 548 140.8 336 142.3 212 138.3

University of Houston 2154 145.5 1845 144.6 309 151.1

The University of Texas at Arlington 1613 141.8 957 142.9 656 140.1

The University of Texas at Austin 5494 129.4 5309 128.9 185 145.3

The University of Texas at El Paso 1413 145.8 1086 146.6 327 143.2

West Texas A&M University 619 131.2 453 130.1 166 134.3

Texas A&M International University 416 147.9 308 144.7 108 156.8

The University of Texas at Dallas 1200 140.4 734 135.7 466 147.7

The University of Texas of the Permian Basin 171 139.9 110 137.3 61 144.6

The University of Texas at San Antonio 2012 141.7 1600 141.7 412 141.8

Texas A&M University at Galveston 145 147.1 132 145.7 13 162.2

Texas A&M University-Corpus Christi 644 145.3 499 144.6 145 147.8

The University of Texas at Tyler 423 137.8 299 133.9 124 147.3

University of Houston-Clear Lake* 487 144.4 487 144.4

University of Houston-Downtown 513 144.2 196 147.8 317 141.9

University of Houston-Victoria† 111 141.6 111 141.6

Texas A&M University-Texarkana† 56 131.0 56 131.0

The University of Texas at Brownsville 204 137.4 91 131.8 113 141.9

Texas A&M University-Central Texas* 64 136.1 64 136.1

Texas A&M University-San Antonio* 206 145.1 206 145.1

University of North Texas at Dallas† 121 136.8 121 136.8

Statewide Summary 41843 139.5 33565 142.2 8277 144.0




Total GraduatesTotal Graduates

(Natives)

Total Graduates

(Transfers)

15

enrolled in fall 2008 who were still enrolled in fall 2009; and the four-year completion rate, defined as the percentage of the fall 2009 juniors who graduated within four years.

There was a difference of 7 percentage points in the retention rate between the two groups, demonstrating a small 2-percent decline over the 2008 cohort’s retention rate. Students in the 2008 cohort who transferred to TAMU, Texas A&M University-Kingsville (TAMU-Kingsville), or Texas Woman’s were retained at slightly higher rates than the native students at those institutions.

Students in the 2009 cohort who transferred to Sul Ross, Lamar, Prairie View, Tarleton,

Texas Southern University (Texas Southern), UT-Arlington, UT-Permian Basin, Texas A&M University-Galveston (TAMU-Galveston), or UT-Brownsville were retained at rates of at least 10 percentage points below the comparable retention rates for the native students at those institutions. The widest retention rate gap between native and transfer students was at Texas Southern (28%).

16

Recommendations

In regions where a Texas public university may be the only four-year higher education institution serving a population for hundreds of miles, the university is encouraged to have articulation and dual-acceptance agreements with area community colleges.

Texas public university system offices should disseminate best practice information about transfer student success to their constituent institutions. Texas public universities with effective transfer student success programs and services in place are valuable resources of information, and their expertise and leadership is beneficial to other institutions.

Maintaining a website with information helpful to transfer students is achievable for all Texas public universities. Institutions have invested a great deal of time and effort in their articulation agreements, course equivalencies, transfer student services, and degree program criteria, and the strengths of these efforts are not being utilized fully if they are not easily accessible and understood by students and their advisors.

Many Texas public universities cited experiences in which transfer students received incomplete or inaccurate information related to their transfer. Texas public university advisors and other academic support staff should not assume that advisors at area community colleges know everything they need to know about the transfer process, and they should take proactive steps to work with area colleges to improve the lines of communication. Many Texas public universities send advisors to community colleges to staff offices or information booths; this should become common practice for Texas public universities. Furthermore, community colleges should partner in the endeavor by providing facilities for transfer advisors from Texas public universities on a regular and routine basis.

Institutions should recognize that faculty vertical team meetings with transfer partners to align curricula and student learning outcomes in required courses are crucial tools for creating seamless transfer pathways. Such alignment helps to ensure that community college transfer students are prepared for upper-division university coursework. This is particularly important for degree programs that require block courses, courses in a specific sequence, or courses with titles and numbers that may not have obvious Lower-Division Academic Course Guide Manual equivalencies.

17

Institutional Profiles

Each Texas public four-year institution is included in the profiles below. The institutions’

responses to the Coordinating Board’s survey (see Appendix B) are included in full with minimal

editing for this report. All data and information are self-reported from the institutions and have

not been independently verified by the Coordinating Board.

Graphs are included to compare each institution’s four-year completion and time-to-

degree rates to state averages. The graphs include both native and transfer students where

relevant. Four Texas public institutions are upper-division level only, so they have no native

students: Sul Ross-Rio Grande, University of Houston-Clear Lake, TAMU-Central Texas, and

TAMU-San Antonio. Three additional Texas public institutions began admitting freshmen within

the last five years and therefore do not yet have native student cohort data: UH-Victoria,

TAMU-Texarkana, and UNT-Dallas.

Commentary for each institution includes a summary of the institution’s survey answers

and identification of trends relative to previous years’ data.

18

Angelo State University

I. Service to Transfer Students

A. Advising

Does your institution require academic advising for new transfer students?

Yes

Do your institution’s academic advisors receive training and/or professional development specific to transfer students?

Yes

Please give the number of community college campuses where your institution offers academic advising to potential transfer students on an ongoing basis.

B. Orientation

Does your institution have an orientation program for transfer students?

Not required

What percentage of your institution’s transfer students participated in an orientation program in 2013-14?

40%

C. Success Programs

What outreach efforts, if any, has your institution conducted on the campuses of your community college partners?

Admission counselors have attended college fairs and other recruitment events. They have held special information sessions for programs of interest. Angelo has two graduate-level interns at Howard College, San Angelo and Big Spring campuses, assisting with transfer processes.

Does your institution offer student success programs specifically designed for transfer students other than orientation and advising? If so, please give examples.

TIPS (Transfer Information Program and Strengths) is designed for transfer students in their first semester at Angelo.

Does your institution offer student success programs open for all students that are frequently used by transfer students? If so, please give examples.

Supplemental Instruction; Tutor Center; Math Lab; Writing Center; Career Development Center; VETS Center; Center for Student Involvement; and Academic Support Workshops

Does your institution have an administrator or a standing committee responsible specifically for transfer student success? Please give the title of the administrator or the name of the standing committee.

Yes

19

D. Website

Does your institutional website have a section for information tailored to the needs of transfer students? If yes, provide the URL.

http://myfuture.angelo.edu/apply/transfer_students

Do you have degree program transfer guides or texts of transfer agreements available at your institution’s website?

Yes

Does the website allow potential transfer students to compare the credits they have already earned with your institution’s specific requirements?

Yes

When listing the courses required for your bachelor’s degrees, is your institutional website using the Texas Common Course Numbering System (TCCNS) or the TCCNS equivalents to your own course numbers?

TCCNS Equivalents

E. Financial Aid

What percentage of total undergraduate financial aid went to transfer students during the 2013-14 academic year?

0 - 25%

What percentage of transfer students receive financial aid? 71%

What is the average amount awarded per transfer student?

$7,828

II. Transfer Pathways

A. Academic and Workforce Articulation Agreements (aka Transfer Agreements)

What is the total number of Articulation Agreements currently in effect with other public institutions of higher education?

13

What is the number of current academic (AA, AS, AAT) articulation agreements?

13

What is the number of current workforce (AAS) articulation agreements?

0

What is the number of public two-year institutions with which your institution has at least one transfer agreement?

5

B. Dual Admission Agreements

What is the number of two-year institutions with which your institution has at least one DAA?

C. Faculty Participation

How many “vertical teaming” meetings have your institution’s faculty members had with two-year college faculty to align program and course requirements during the 2013-14 school year?

14

How many departments have participated in vertical teaming? 9

20

III. Barriers to Transfer

What barriers to successful and efficient transfers have your institution, department, or program identified?

Core completion confusion: confusion regarding appropriate credit to award at Angelo for government (political science) because of sequencing issue at two-year institutions

Are there any emerging issues at your institution that you see likely to cause barriers to transfer in the future?

Limited number of online degrees

Angelo State University (Angelo) reported 13 academic articulation agreements with five different colleges. Angelo transfer students received up to a quarter of the total undergraduate financial aid during the 2013-14 academic year. Almost three-quarters of transfer students received an average of $8,000 in financial aid for the 2013-14 academic year. When compared to last year’s report, Angelo’s time-to-degree increased from 6.5 years to 7.4 years, and the completion rate for transfer juniors graduating in four years remained the same at 58 percent in the fall 2008 cohort and the fall 2009 cohort.

Angelo's admission counselors have attended college fairs and other recruitment events.

They have held special information sessions for programs of interest. Angelo has two graduate-level interns assisting with the transfer process at Howard College, San Angelo, and Big Spring campuses. The TIPS (Transfer Information Program and Strengths) program is designed for transfer students in their first semester at Angelo.

As a barrier to successful and efficient transfers, Angelo reported some confusion about core curriculum for government (political science) courses because of sequencing issues at two-year institutions. The limited number of online degrees was reported as an emerging issue at Angelo likely to cause barriers to transfer in the future.

21

Lamar University


A. Advising


Yes


Yes


0

B. Orientation


Not required


10%

C. Success Programs


Lamar University has established a full-time Admission Representative position dedicated to providing services and information to community college and transfer students. Additionally, representatives from the Admissions and Recruiting Offices, as well as faculty from specific academic disciplines, participate in community college career days, transfer fairs and individual meetings


A Community College STEM Transfer Scholarship Program designates 20 scholarships valued at $4,000 each for high-ability students transferring into STEM majors from two-year community college programs.


Tutoring, Supplemental Instruction, Early Alert Advising, and Mentor Assignment


No

22

D. Website


http://beacardinal.lamar.edu/how-to-apply/transfers.html


No


Yes


Texas Common Course

Numbering System (TCCNS)

E. Financial Aid


0 - 25%



$16,100




29


23


6


15



0



40


http://beacardinal.lamar.edu/how-to-apply/transfers.htm

http://beacardinal.lamar.edu/how-to-apply/transfers.htm

23



While some barriers continue to be related to the completion of routine college admission requirements, we note that adult transfer students often experience difficulties associated with grades and course work appearing on older transcripts. The Academic Fresh Start Program often proves to be a valuable tool for these students.


Rising educational costs and the associated increase in student loan debt will possibly play a greater role in the educational decision process of transferring students.

24

Lamar University (Lamar) reported 23 academic articulation agreements and six

workforce articulation agreements with 15 different colleges. Lamar transfer students received up to a quarter of the total undergraduate financial aid during the 2013-14 academic year. Almost three-quarters of transfer students received an average of $16,000 in financial aid for the 2013-14 academic year. When compared to last year’s report, Lamar’s time-to-degree decreased from 7.2 years to 6.8 years, and the completion rate for transfer juniors graduating in four years increased from 54 percent in the fall 2008 cohort to 55 percent in the fall 2009 cohort.

Lamar has established a full-time admissions representative position dedicated to

providing services and information to community college and transfer students. Additionally, representatives from the admissions and recruiting offices, as well as faculty from specific academic disciplines, participate in community college career days, transfer fairs, and individual meetings. A community college science, technology, engineering, and math (STEM) Transfer Scholarship Program designates 20 scholarships valued at $4,000 each for high-ability students transferring into STEM majors from two-year community college programs.

Lamar noted that adult transfer students often experience difficulties associated with grades and course work appearing on older transcripts. The Academic Fresh Start Program often proves to be a valuable tool for these students. Lamar also noted that rising educational costs and the associated increase in student loan debt possibly will play a greater role in the educational decision process of transferring students.

25

Midwestern State University


A. Advising


Yes


Yes


0

B. Orientation


Required


100%

C. Success Programs


We participate in community college fairs, work with our local community college for a “Degree Check Day” that involves an evaluation of transfer credits, and hold office hours at various times throughout the semester.


MSU has a chapter of Tau Sigma, an honor society with the mission to recognize the academic achievement of students transferring to Midwestern State University from another academic institution and to encourage students’ involvement at MSU.


Career Management Center, Academic Success Center, and various student activity programs.


No

26

D. Website


http://www.mwsu.edu/academics/advising/transfer http://mwsu.edu/admissions/admissions-checklist


Yes


Yes


TCCNS

Equivalents

E. Financial Aid


0-25%



$9,358




69


23, tied to AA and AS for educator

preparation


0


0



0

http://www.mwsu.edu/academics/advising/transfer

http://mwsu.edu/admissions/admissions-checklist

27



7 In addition, the Wilson School of Nursing has a consortium arrangement with Vernon College for the Simulation Center and meets regularly to cooperate in the use of the Center.

How many departments have participated in vertical teaming? 4 A total of four departments (two in health sciences and two in education) plus the entire business program participated in vertical teaming meetings.



Lack of transfer agreements community colleges. Lack of transfer-specific programming and services.


Several of the programs attractive to students seeking transfer are at capacity, especially in the health majors.

28

Midwestern State University (Midwestern) has a four-year graduation rate for its transfer

students (72%) that is above the state average (66%). Midwestern’s advisors receive traning in

transfer student issues, and transfer student orientation is required, both of which may help to

promote timely graduation for transfer students. Midwestern does not currently offer academic

advising on a regular basis at any community college, but it does offer outreach to community

college partners via recruitment fairs and a “Degree Check Day” that offers evaluation of

transfer credits.

The current number of articulation agreements (69) has fallen sharply from the number

reported in 2013 (178). The number of institutions wich which Midwestern has at least one

transfer agreement has fallen from 78 in 2013 to zero in 2014. Vertical team meetings have

gone up, however, from zero in 2013 to seven in 2014.

The completion rate figures for the 2008 cohort (79% for native students, 70% for

transfer students) are similar to the figures for the 2009 cohort (79% for native students, 72%

for transfer students). The time to degree figures for the 2008 cohort (5.6 years for native

students, 7.5 years for transfer students) also remain steady for the 2009 cohort (5.6 years for

native students, 7.7 years for transfer students).

29

Prairie View A&M University


A. Advising


No


Yes


11

B. Orientation


Required


80%

C. Success Programs


We conduct weekly campus visits with college recruiters to interact with prospective students. We also participate in scheduled Transfer Information Program (TIP) college fairs. Prairie View sponsors quarterly counselors/advisor update meetings. We also arrange annual review and update administrator meetings. Annual Prairie View A&M University Day at the local community colleges are conducted to provide information.


Direct Connect Program (DCP)


Student Success Center and the Academic Advisement Center


No

30

D. Website


http://www.pvamu.edu/undergraduateadmissions/transfer-admissions/


No


No


Texas Common Course


E. Financial Aid


0 - 25%



$14,092.00




65


57


0


18



18



20




31



Developing and updating transfer course guides


The lack of transfer advising and welcome centers, along with appropriate staffing; also, the lack of on-campus student support services and the community

Prairie View A&M University (Prairie View) reported an increase in academic articulation agreements at 57 (up from 14 in last year’s report) with 18 different colleges. Prairie View transfer students received up to a quarter of the total undergraduate financial aid during the 2013-14 academic year. Almost three-quarters of transfer students received an average of $14,000 in financial aid for the 2013-14 academic year. When compared to last year’s report, Prairie View’s time-to-degree increased from 7.4 years to 7.9 years, and the completion rate for transfer juniors graduating in four years decreased from 78 percent in the fall 2008 cohort to 70 percent in the fall 2009 cohort.

Prairie View conducts weekly campus visits with college recruiters to interact with

prospective students. They also participate in scheduled Transfer Information Program (TIP) college fairs and sponsor quarterly counselors/advisor update meetings. Prairie View also arranges annual review and update administrator meetings. Annual Prairie View A&M University Days at the local community colleges also are conducted to provide information.

Developing and updating transfer course guides was reported as a barrier to successful

and efficient transfers. The lack of transfer advising and welcome centers, along with appropriate staffing and the lack of on-campus student support services, are emerging issues likely to cause barriers to transfer in the future.

32

Sam Houston State University


A. Advising


Yes


Yes


21 districts and 48 campuses

B. Orientation


Not Required


18%

C. Success Programs


Approximately five years ago, Sam Houston conducted outreach with our community college partner campuses. However, the programs were not well attended and therefore discontinued. Currently, we conduct joint advising meetings with our community college partners.


Beyond advising and orientation, we have two

initiatives aimed at transfer students: joint admissions

and reverse transfer. Joint admissions allows students

full access to an email account, cultural and sporting

activities, and our library while still attending their

community college. In reverse transfer, we work with

our community college partners to identify students

who have transferred by obtaining an associate's

degree so that they might transfer back to the

community college to earn their degree. Transfer

students have been identified as an area of concern

for our institution through our strategic enrollment

processes. A task force will work in the next academic

year to identify service areas and design programs to

assist this population.

33


Transfer students participate in supplemental instruction for critical threshold courses; receive tutoring in math, statistics, and writing; and attend money management seminars. Career services prepare the students for the workforce through assistance in writing resumes and preparing for job interviews.


Yes, Associate Vice Provost

D. Website


www.shsu.edu/admissions/transfer and www.shsu.edu/prospects/transfer


Yes


Yes


TCCNS Equivalents

E. Financial Aid


0 - 25%

What percentage of transfer students receive financial aid? 68.3%


$9,932.26




48


16


1


49

http://www.shsu.edu/admissions/transfer

http://www.shsu.edu/prospects/transfer

34



21



30, with approximately 70 total in the

past three years




In regards to reverse transfer, we have addressed FERPA concerns. The decision to opt in rather than opt out to allow for reverse transfer on the common application has had a negative impact on the ability of many community colleges/university to implement reverse transfer programs.


Dual credit issues are difficult to evaluate when it

cannot be determined if the course was taught by a

community college professor or a high school

teacher. We also believe that dual credit is best

utilized when it is taught on the community college

campus, as opposed on high school campuses.

Students who have never had exposure to a college

campus have a greater need for an orientation,

regardless of earned credit hours. Finally, it would

be helpful if public institutions across the state

could have uniform policies/agreements allowing

the flow of students from workforce programs to

four-year institutions.

35

Sam Houston State University (Sam Houston) reported 48 academic articulation agreements and 16 workforce articulation agreements with 49 different colleges. Sam Houston transfer students received up to a quarter of the total undergraduate financial aid during the 2013-14 academic year. Almost three-quarters of transfer students received an average of $10,000 in financial aid for the 2013-14 academic year. Sam Houston’s time-to-degree increased from 7.0 years to 7.2 years, and the completion rate for transfer juniors graduating in four years remained the same at 73 percent in the fall 2008 cohort and the fall 2009 cohort.

Approximately five years ago, Sam Houston conducted outreach with their community

college partner campuses. However, the programs were not well attended and, therefore, were discontinued. Currently, Sam Houston conducts joint advising meetings with their community college partners. Beyond advising and orientation, Sam Houston has two initiatives aimed at transfer students: joint admissions and reverse transfer. Joint admissions allows students full access to an email account, cultural and sporting activities, and the library while still attending their community college. In reverse transfer, Sam Houston works with their community college partners to identify students who have transferred so that they might transfer credits back to the community college to earn their degree. Transfer students have been identified as an area of concern for Sam Houston through their strategic enrollment processes. A task force will work in the next academic year to identify service areas and design programs to assist this population.

36

Stephen F. Austin State University


A. Advising


Yes


Yes


0

B. Orientation


Not Required


25%

C. Success Programs


We host information sessions for prospective transfer students, as well as information sessions for transfer advisors.


Intentionally left blank


Academic Assistance Resource Center services


No

D. Website

Does your institutional website have a section for information tailored to the

http://www.sfasu.edu/admissions/transfer/

http://www.sfasu.edu/admissions/transfer/

37

needs of transfer students? If yes, provide the URL. Do you have degree program transfer guides or texts of transfer agreements available at your institution’s website?

Yes


Yes


TCCNS Equivalents

E. Financial Aid


0 - 25%

What percentage of transfer students receive financial aid? Approx. 50%


Intentionally left blank.




57


57


0


21



0



5-10


38



Financial resources


Financial resources available for transfer students

Stephen F. Austin State University (SFA) reported 57 academic articulation agreements with 21 different colleges. SFA transfer students received up to a quarter of the total undergraduate financial aid during the 2013-14 academic year. Almost half of transfer students received financial aid for the 2013-14 academic year. SFA’s time-to-degree increased from 7.3 years to 7.9 years, and the completion rate for transfer juniors graduating in four years decreased from 76 percent in the fall 2008 cohort to 64 percent in the fall 2009 cohort.

SFA hosts information sessions for prospective transfer students, as well as

information sessions for transfer advisors. Financial resources were reported as a current and future barrier to successful and efficient transfers.

39

Sul Ross State University

I. Service to Transfer Student

A. Advising


Yes


Yes


5

B. Orientation


Not required


5%

C. Success Programs


HiTap partnership with Midland College; transfer recruiters present at Odessa College Campus and at El Paso Community College; a MOU with Midland College, San Antonio College, and a MOU is currently pending with El Paso Community College. HiTAP offers STEM degree completion thru Sul Ross at Midland College. A MOU with SAC gives transfer students an opportunity for dual enrollment. All MOUs offer the opportunity for transfer students to participate in pre-advising before transfer, dual enrollment, and financial aid consortium.


No


Student Success Services; Lobo Den Title V Advising; and Academic Center for Excellence


No

40

D. Website


http://www.sulross.edu/page/2781/admission-checklist-transfer-students


No


No


TCCNS Equivalents

E. Financial Aid


0 - 25%



This question was not

answered.




2


0


0


2




answered.



8




41



Barriers include limited number of online classes; location of university; cost of tuition and fees; and place bound transfer students.


The location of the university will make it difficult to attract transfer students to campus; traditionally most transfer students are place bound and not as mobile as the freshmen population.

42

Sul Ross State University (Sul Ross) reported two articulation agreements with seven

different colleges. Sul Ross transfer students received up to a quarter of the total undergraduate financial aid during the 2013-14 academic year. Almost three-quarters of transfer students received financial aid for the 2013-14 academic year. When compared to last year’s report, Sul Ross’ time-to-degree remained the same at 7.1 years, and the completion rate for transfer juniors graduating in four years decreased from 67 percent in the fall 2008 cohort to 65 percent in the fall 2009 cohort.

As one example of an outreach effort conducted on the campuses of their community

college partners, Sul Ross’ HiTap partnership with Midland College offers STEM degree completion through Sul Ross at Midland College. Additional examples are presentations by recruiters at Odessa College and at El Paso Community College, a Memorandum of Understanding (MOU) with Midland College and San Antonio College (SAC), and a pending MOU with El Paso Community College. A MOU with SAC gives transfer students an opportunity for dual enrollment. All MOUs offer the opportunity for transfer students to participate in pre-advising before transfer, dual enrollment, and a financial aid consortium.

Barriers reported by Sul Ross to successful and efficient transfers include the limited

number of online classes, location of the university, the cost of tuition and fees, and place-bound transfer students. Sul Ross reports that their location will make it difficult to attract transfer students to campus; traditionally, most transfer students are place bound and not as mobile as the freshmen population.

43

Sul Ross State University-Rio Grande


A. Advising


Yes


No


3

B. Orientation


Required


75%

C. Success Programs


Our recruiters spend one day a week on community college campuses and participate in 10-12 additional special events on community college campuses.


All programs are designed for transfer students. One hundred percent of Sul Ross-Rio Grande students are transfers. Sul Ross-Rio Grande is an upper-level and master's institution.


Orientation, advising, tutoring, online support programs, mentoring, and faculty advising


Yes

D. Website

Does your institutional website have a section for

Our entire website is designed for transfer students.

44

information tailored to the needs of transfer students? If yes, provide the URL. Do you have degree program transfer guides or texts of transfer agreements available at your institution’s website?

No


No


Texas Common Course


E. Financial Aid


76% - 100%




answered.




17


16



answered.



answered.




answered.



6


45



Electronic input of transcripts to avoid manually re-entering all courses and grades for transfers and joint degree plans; they are developed, but not finalized or posted as of yet.


We are unsure of any at this time. We, overwhelmingly, have transfers from one college, Southwest Texas Junior College. We have multiple agreements and partnerships with them.

Sul Ross-Rio Grande provides upper-division and graduate courses only, so all of their students are transfer students. The institution partners with Southwest Texas Junior College. Sul Ross-Rio Grande reported 16 academic articulation agreements. Almost three-quarters of transfer students received financial aid for the 2013-14 academic year. Sul Ross-Rio Grande’s time-to-degree decreased from 6.7 years last year to 6.6 years this year. The completion rate for transfer juniors graduating in four years fell from 42 percent in the fall 2008 cohort to 37 percent in the fall 2009 cohort.

Sul Ross-Rio Grande reports that their recruiters spend one day a week on community

college campuses and participate in 10 to 12 additional special events on community college campuses as part of their student success programs.

Sul Ross-Rio Grande states that electronic input of transcripts, rather than manually re-

entering all courses and grades for transfers and joint degree plans, would eliminate a barrier to successful and efficient transfers.

46

Tarleton State University


A. Advising


Yes


Yes


4

B. Orientation


Not required


10%

C. Success Programs


Outreach Specialists visit all five Tarrant County College (TCC) campuses each week. Outreach Specialists also regularly visit Weatherford College and Hill College’s campuses to speak with potential students. We make classroom visits to TCC, McLennan CC, and Navarro College campuses. We have full-time advisors and faculty on site at Navarro College’s Midlothian Campus, Weatherford College, and McLennan Community College. Advisors are available by appointment and on a walk-in basis to visit with prospective students. Additionally, we have deployed our Mobile Welcome Center (a 42-foot trailer with 22 computers accompanied by an advisor and sometimes a financial assistance counselor) to visit community college campuses throughout Texas to provide transfer advising, application assistance, and information about the FAFSA, ApplyTexas, etc. The Mobile Welcome Center has participated in transfer fairs and Veteran’s fairs to assist prospective students.


Support for writing and statistics (tutoring) are provided at the off-campus sites in Fort Worth and Waco. The outreach sites also promote finals frenzy, midterm madness, and other programming to encourage engagement. Career Services is also active at the outreach sites. Student Success and Multicultural Initiatives (SSMI) sponsors a Pathways Program for transfer students at the Stephenville (main) campus. Through this program, the students participate in study skills workshops throughout the semester. After

47

receiving a list of the transfer students each semester, we invite the students to attend various sessions throughout the semester. In addition, we have an iSucceed Program (individualized education plans for student success) and transfer students are encouraged to choose their own motivation-focused interventions to aid their success at a four-year institution.


Transfer students usually frequent the following student success programs at our institution: academic advising, disability services, study abroad, testing services, library services, and veteran affairs.


No

D. Website


http://www.tarleton.edu/admissions/transfer/


Yes


Yes


TCCNS Equivalents

E. Financial Aid


0 - 25%



$9,662




47


32

http://www.tarleton.edu/admissions/transfer/

48


15


7



5



10




Students often want to compare their community college coursework to Tarleton requirements. We have addressed this barrier by offering pre-admission advising to all prospective transfer students. Advising is offered on-site at a number of community college campuses and online with our eCampus staff. We have also provided Academy One with our course equivalency tables so that prospective students can use GradTx or collegetransfer.net to see how the courses taken at one institution will transfer to Tarleton.


We have tried to anticipate and address barriers to transfer for students. We have established financial aid consortia with six community colleges. We have also established agreements to offer online Bachelor degree completion programs for community college campuses. Our Mobile Welcome Center trailers have been important to reaching out to students who may not realize that Tarleton offers face-to-face Bachelor completion programs at our main campus in Stephenville, at three off-campus locations (two of which are on a community college campus), and through our eCampus. Thus, we are making many efforts to provide access in multiple ways.

49

Tarleton State University (Tarleton) reported 32 academic articulation agreements and 15 workforce articulation agreements with seven different colleges. Tarleton transfer students received up to a quarter of the total undergraduate financial aid during the 2013-14 academic year. Almost three-quarters of transfer students received financial aid for the 2013-14 academic year. Tarleton’s time-to-degree increased from 7.8 years to 8.1 years, and the completion rate for transfer juniors graduating in four years decreased from 77 percent in the fall 2008 cohort to 74 percent in the fall 2009 cohort.

Outreach Specialists visit all five Tarrant County College campuses each week. Outreach

Specialists also regularly visit Weatherford College's and Hill College’s campuses to speak with potential students. Classroom visits are made to Tarrant County College, McLennan Community College (McLennan), and Navarro College (Navarro) campuses. There are full-time advisors and faculty on site at Navarro’s Midlothian Campus, Weatherford College, and McLennan. Advisors are available by appointment and on a walk-in basis to visit with prospective students. Additionally, the Mobile Welcome Center (a 42-foot trailer with 22 computers accompanied by an advisor and sometimes a financial assistance counselor) visits community college campuses throughout Texas to provide transfer advising, application assistance, and information about the Free Application for Federal Student Aid (FAFSA), ApplyTexas, etc. The Mobile Welcome Center has participated in transfer fairs and veteran’s fairs to assist prospective students.

Support for writing and statistics (tutoring) are provided at the off-campus sites in Fort

Worth and Waco. The outreach sites also promote finals frenzy, midterm madness, and other programming to encourage engagement. Career Services is also active at the outreach sites. Student Success and Multicultural Initiatives (SSMI) sponsors a Pathways Program for transfer students at the Stephenville campus. Through this program, the students participate in study skills workshops throughout the semester. After receiving a list of the transfer students each semester, Tarleton invites the students to attend various sessions throughout the semester. In addition, there is an iSucceed Program (individualized education plans for student success), and transfer students are encouraged to choose their own motivation-focused interventions to aid their success at a four-year institution.

50

Texas A&M International University


A. Advising


Yes


Yes


B. Orientation


Required


63%

C. Success Programs


Transfer fairs and information tables.


Transfer Center Office on the Laredo Community College campus and the Title V - Focus on Student Success (FOSS) program.


University Learning Center, Writing Center, Student Counseling, and Student Health.


Yes

D. Website


http://www.tamiu.edu/prospect/transfer.shtml

http://www.tamiu.edu/prospect/transfer.shtml

51


No


No


TCCNS Equivalents

E. Financial Aid


0 - 25%



$3,780




2



answered.


0


2




answered.



3


52



Accurate and timely advising prior to transfer and the absence of academic goals in the first year.


This question was not answered.

Texas A&M International University (TAM-International) does not require orientation for

transfer students, although 63 percent of transfer students attend. TAM-International transfer students received up to a quarter of the total undergraduate financial aid during the 2013-14 academic year. Almost three-quarters of transfer students received an average of $4,400 in financial aid for the 2013-14 academic year. When compared to last year’s report, TAM-International’s time-to-degree decreased from 8.0 years to 7.7 years, and the completion rate for transfer juniors graduating in four years fell 2 percent from 65 percent in the fall 2008 cohort to 63 percent in the fall 2009 cohort.

TAM-International reports transfer fairs and information tables as part of their outreach

efforts conducted on the campuses of their community college partners. The Transfer Center Office on the Laredo Community College campus and the Title V-Focus on Student Success (FOSS) program are student success programs specifically designed for transfer students.

Accurate and timely advising prior to transfer and the absence of academic goals in the

first year were reported as barriers to successful and efficient tranfers.

53

Texas A&M University


A. Advising


Yes


Yes


8

B. Orientation


Required


100%

C. Success Programs


We have held specific Texas A&M transfer information days as well as designated appointments with students. In addition, we have provided resource materials and direct mailed students.


The Academic Student Center's Transfer Student Program provides an initial learning skills assessment to ensure transfer students pursue the right track in addition to providing workshops, discussion groups, and other targeted events. Several colleges have programs for transfer students, including learning communities, peer mentoring, and/or transfer seminar courses. Student run programs for transfer student engagement include T-Camp and Howdy Camp.


Academic Success Center and the University Writing Center


Yes

54

D. Website


http://admissions.tamu.edu/transfer/apply


Yes


Yes


TCCNS Equivalents

E. Financial Aid


0 - 25%



$11,063




60


10


0


50




answered.



10


http://admissions.tamu.edu/transfer/apply

55



Despite continuing to improve information provided on coursework needed for transfer through degree maps and degree plans, students do not seem to be following those plans or taking the correct coursework. Students do not seem to take advantage of community college advising resources.


We continue to see more students with excessive numbers of dual credit hours that are not benefitting the student for their chosen major. With limitations on federal funding, even for loans, students may not have sufficient eligibility for financial aid to complete their degrees.

56

Texas A&M University (TAMU) has decreased the number of academic articulation agreements from 41 in 2013 to 10 in 2014. TAMU transfer students received up to a quarter of the total undergraduate financial aid during the 2013-14 academic year. Almost three-quarters of transfer students received an average of $11,000 in financial aid for the 2013-14 academic year. When compared to last year’s report, TAMU’s time-to-degree increased from 5.9 years to 6.1 years, and the completion rate for transfer juniors graduating in four years increased 6 percent from 86 percent in the fall 2008 cohort to 92 percent in the fall 2009 cohort. Both time-to-degree and completion rates at TAMU are well above the state average, at 7.5 years and 69 percent, respectively. TAMU’s graduation rate for transfer students is the highest in the state at 92 percent (the next highest are UT-Pan American and Tarleton at 74%).

TAMU holds specific transfer information days, as well as designated appointments with

students. In addition, TAMU provides resource materials and direct mail to students. The Academic Student Center's Transfer Student Program provides an initial learning skills assessment to ensure transfer students pursue the right track in addition to providing workshops, discussion groups, and other targeted events. Several colleges have programs for transfer students, including learning communities, peer mentoring, and/or transfer seminar courses. Student run programs for transfer student engagement include T-Camp and Howdy Camp.

According to TAMU, despite continuing to improve information provided on coursework

needed for transfer through degree maps and degree plans, students do not seem to be following those plans or taking the correct coursework; students do not seem to take advantage of community college advising resources.

TAMU continues to see more students with excessive numbers of dual credit hours that

are not benefitting the students for their chosen majors. With limitations on federal funding, even for loans, TAMU reports that students may not have sufficient eligibility for financial aid to complete their degrees.

57

Texas A&M University-Central Texas


A. Advising


Yes


Yes


3

B. Orientation


Not required


11%

C. Success Programs


Advising staff are housed full-time at Central Texas College and Temple College. A College Transfer Day is held each semester at Central Texas College and Temple College. An Academic Affairs liaison is housed full-time at the East Williamson County Higher Education Center that functions as a liaison to all offices at the main campus. Each fall and spring semester, orientations are conducted by the education faculty at Central Texas College and Temple College for education majors.

58


We are an upper-level and graduate institution so all our our services are designed for transfer students. The following is a sampling of programs we offer: 1) Warriors Edge Early Alert: uses Noel Levitz Second Year Student Assessment with new undergraduate First Time Transfer-In students to identify early risk tendencies and connect them with appropriate and customized resources to promote greater student learning and success at TAMUCT. It is a joint collaboration piloted through a partnership with the Office of Undergraduate Advising. 2) Warriors Who Win Conditional Contract: combines success strengths coaching and customized resource support for transfer students returning to TAMUCT after previously entering academic suspension status. Utilizing the Noel Levitz’s Adult Learner College Student Inventory and Gallup Strengths Finders assessments, this program is a joint partnership with Academic Affairs and Undergraduate Studies. 3) WarriorPASS: Bluecoat Ambassador driven pilot initiative designed to connect successful Juniors and Seniors with first-time new undergraduate transfer-in students at TAMUCT. The upper-class transfer students offer mentoring support to the new undergraduate transfer-ins to help improve transition to TAMUCT campus life and enhance a successful start.


We are an upper-level and graduate institution so all our our services are designed for transfer students; our tutoring services and library assistance are frequently utilized programs.


No

D. Website




Yes


Yes

59


Texas Common Course


E. Financial Aid


76% - 100%



$9,059




0


0


0


0



0



10-12




We must ensure that we formalize agreements with our feeder community colleges and communicate with all the necessary parties about the agreements and effectively market the agreements.


The emerging issues that we will face are lack of on-campus housing to be able to recruit students that do not live in the immediate area. Also, another issue we are addressing is ensuring we have the degree programs to meet the student demands.

60

TAMU-Central Texas is an upper-division level institution, so all of its students are

transfer students. TAMU-Central Texas currently does not have academic or workforce articulation agreements with two-year institutions. TAMU-Central Texas transfer students received 75 percent to 100 percent of the total undergraduate financial aid during the 2013-14 academic year. Almost three-quarters of transfer students received an average of $9,000 in financial aid for the 2013-14 academic year. TAMU-Central Texas’ time-to-degree for the fall 2009 cohort is equal to the state average at 7.7 years. In the fall 2009 cohort, the completion rate for transfer juniors graduating in four years was 57 percent, 11 percent less than the state average of 66 percent.

Advising staff are housed full-time at Central Texas College and Temple College, and a

College Transfer Day is held each semester at Central Texas College and Temple College. An Academic Affairs liaison is housed full time at the East Williamson County Higher Education Center, which functions as a liaison to all offices at the main campus. Each fall and spring semester, orientations are conducted by the education faculty at Central Texas College and Temple College for education majors.

The emerging issues reported by TAMU-Central Texas are a lack of on-campus housing

that could be utilized to recruit students that do not live in the immediate area of the institution. TAMU-Central Texas recognizes their need to have the degree programs to meet student demands.

61

Texas A&M University-Commerce


A. Advising


Yes


Yes


5

B. Orientation


Required


100%

C. Success Programs


Outreach efforts include continuous recruitment (monthly) at each community college campuses, working with faculty to create a master's- and doctoral-level cohort at Navarro College, and conducting workshops that focus on obtaining financial aid and completing the admissions process (Admissions Days and Transfer Advisor workshop).


Transfer Student Scholarship Program, criteria: 45 transferable credit hours. Students must enroll in 15 hours for the fall and spring to comple 30 hours in the academic year. Two year award: 1) if the transfer GPA is 3.00 then awarded $1,000, 2) if the transfer GPA is 3.25 then awarded $1,500, 3) if the transfer GPA is 3.50, then awarded $2,000. The Phi Theta Kappa Student Scholarship Program, criteria: 45 transferable credits; must be enrolled in 15 hours for the fall and spring to complete 30 hours in the academic year. Two year award: must be a certified member of PTK, 1) if transfer GPA is 3.25 then awarded $2,000, 2) if the transfer GPA is 3.50 then awarded $2,500, and 3) if the transfer GPA is 3.75 then awarded $3,000.


Veterans and Military Services, TRIO Programs, Academic Success Center, Leadership Engagement and Development, Hispanic Outreach and Student Programs, Transfer Honors College, University College, Testing and Assessment (TSI), Registrar’s Office, Financial Aid, and Scholarships

62


Yes

D. Website


http://www.tamuc.edu/transferadmissions


Yes


Yes


Texas Common Course


E. Financial Aid


0 - 25%



$9,841.06




37


29


0


6



6


How many “vertical teaming” meetings have your institution’s faculty members had with two-year college faculty to align

0

http://www.tamuc.edu/transferadmissions

63

program and course requirements during the 2013-14 school year? How many departments have participated in vertical teaming? 15



Community college transfer students with excessive hours and limited federal financial aid remaining for degree completion; limited understanding of baccalaureate degree programs and differences in cultures of community colleges and four-year institutions.


The most pressing issue that is emerging is the capacity and support staff, primarily advisors, who are needed to facilitate a smooth and seamless transfer.

64

Texas A&M University-Commerce (TAMU-Commerce) has decreased the number of academic articulation agreements from 41 in 2013 to 29 in 2014. TAMU-Commerce transfer students received up to a quarter of the total undergraduate financial aid during the 2013-14 academic year. Almost three-quarters of transfer students received an average of $10,000 in financial aid for the 2013-14 academic year. When compared to last year’s report, TAMU-Commerce’s time-to-degree increased from 8.2 years to 8.8 years, and the completion rate for transfer juniors graduating in four years fell 1 percent from 67 percent in the fall 2008 cohort to 66 percent in the fall 2009 cohort.

Outreach efforts include continuous monthly recruitment at each of TAMU-Commerce

partner's community college campuses, working with faculty to create a master's- and doctoral-level cohort at Navarro College, and conducting workshops that focus on obtaining financial aid and completing the admissions process (Admissions Days and Transfer Advisor workshop). The Transfer Student Scholarship Program and the Phi Theta Kappa Student Scholarship Program are two student success programs specifically designed for transfer students at TAMU-Commerce.

Community college transfer students with excessive hours and limited federal financial

aid remaining for degree completion, limited understanding of baccalaureate degree programs, and differences in cultures of community colleges and four-year institutions were reported as barriers to successful and efficient transfers by TAMU-Commerce.

65

Texas A&M University-Corpus Christi


A. Advising


Yes


No


2

B. Orientation


Required


15%

C. Success Programs


Admission Counselors, Outreach Admission Counselors and Financial Aid Advisors visit community colleges and meet with prospective students. The Director of Transfer Admission Services schedules daily office hours twice a week at Del Mar College. Our partnership with Del Mar College assists Del Mar College students with a seamless transition to Texas A&M University-Corpus Christi. The office location is in the advising center at Del Mar College. Fall Transfer Days are held at Del Mar College and Coastal Bend College; in attendance from our University are admissions, financial aid, ROTC, and an 1-2 academic advisors from each of our colleges. A Spring Transfer Day is held at Del Mar College. Invitations are sent to all transfer students either in person or via our database for Island Days (campus open houses). We have a special track for transfer students at our Island Day events. Transfer student recruitment campaigns are sent to students in the pipeline.



66


Center for Academic Student Achievement (CASA) Tutoring/Supplemental Instruction services and other services; Career Counseling; Counseling Center services; Health Services; Veteran Affairs services; and Disability Services as well as student organizations


No

D. Website


http://admissions.tamucc.edu/transfer


Yes


Yes


Texas Common Course


E. Financial Aid


0 - 25%



$4,282.53




7


7


0


7

http://admissions.tamucc.edu/transfer

67



0



0




Assisting students to understand that they should talk to the four-year institution early in their academic career in order to take the courses required in the proper sequence while pursuing the Associates Degree. Students need to know program expectations, such as GPA, early in their academic career, especially in the dual credit programs. Students need to be educated on academic courses vs. vocational courses and the transferability of such courses. In order to stay on track for timely graduation, students should have a chosen major upon entering college. Scholarship and financial aid monies to assist students with the cost of education.


The decline in funding at the state and federal level is an emerging issue for all students, including transfer students, at all institutions of higher education.

68

Texas A&M University–Corpus Christi (TAMU-Corpus Christi) has decreased the number of academic articulation agreements from 84 in 2013 to seven in 2014 and no longer facilitates workforce articulation after reporting 11 agreements last year. Orientation for transfer students is not required, and TAMU-Corpus Christi reported that 17 percent of transfer students attended orientation. TAMU-Corpus Christi transfer students received up to a quarter of the total undergraduate financial aid during the 2013-14 academic year. Almost three-quarters of transfer students received an average of $4,000 in financial aid for the 2013-14 academic year. When compared to last year’s report, TAMU-Corpus Christi’s time-to-degree increased from 7.6 years to 8.0 years, and the completion rate for transfer juniors graduating in four years increased from 66 percent in the fall 2008 cohort to 67 percent in the fall 2009 cohort.

Admission counselors, outreach admission counselors, and financial aid advisors visit

community colleges and meet with prospective students as part of TAMU-Corpus Christi's outreach efforts on the campuses of their community college partners. The Director of Transfer Admission Services schedules daily office hours twice a week at Del Mar College, and their partnership with Del Mar College assists students with a seamless transition to TAMU-Corpus Christi. Fall Transfer Days are held at Del Mar College and Coastal Bend College; in attendance from TAMU-Corpus Christi are admissions, financial aid, ROTC, and one to two academic advisors. During TAMU-Corpus Christi's Spring Transfer Day held at Del Mar College, invitations are sent to all transfer students either in person or via a database for Island Days (campus open houses).

Assisting students to understand the need for advising at the four-year institution early

in their academic career in order to take the courses required in the proper sequence, while pursuing the associate degree, was reported as a barrier to successful and efficient transfer. TAMU-Corpus Christi also reported that program expectations, such as the GPA, should be researched by students early in their academic careers, especially in the dual credit programs.

69

Texas A&M University-Galveston


A. Advising


Yes


Yes


8

B. Orientation


Required


100%

C. Success Programs


Monthly on-campus recruiting sessions.


None.


We don't track students based on their admissions status.


No

D. Website


http://www.tamug.edu/admrc/noshow/transfer.html

http://www.tamug.edu/admrc/noshow/transfer.html

70


Yes


Yes


Texas Common Course


E. Financial Aid


0 - 25%



$11,747




2


2


2


0



none



0



What barriers to successful and efficient transfers have

Rolling admission. When transcripts are not articulated in a timely manner, it causes a hold to be

71

your institution, department, or program identified?

placed on student accounts and makes registration difficult.


The transfer process from Texas Community Colleges to TAMUG usually goes smoothly. Issues arise when a student transfers from an out-of-state community college or any four-year institution.

Texas A&M University at Galveston (TAMU-Galveston) added one academic articulation agreement for a total of two in 2014. TAMU-Galveston also added one workforce articulation agreement. TAMU-Galveston transfer students received up to a quarter of the total undergraduate financial aid during the 2013-14 academic year. Almost three-quarters of transfer students received an average of $12,000 in financial aid for the 2013-14 academic year. When compared to last year’s report, TAMU-Galveston’s time-to-degree increased from 5.8 years to 6.1 years, and the completion rate for transfer juniors graduating in four years fell 3 percent from 68 percent for the fall 2008 cohort to 65 percent for the fall 2009 cohort.

TAMU-Galveston conducts monthly on-campus recruiting sessions on the campuses of

their community college partners as part of their outreach efforts. Rolling admissions, where students are allowed to submit applications across a large

window of time, was reported as a barrier to successful and efficient transfers at TAMU-Galveston. TAMU-Galveston reported that transfer issues arise when a student transfers from an out-of-state community college or any four-year institution.

72

Texas A&M University-Kingsville


A. Advising


Yes


Yes


6

B. Orientation


Required


70%

C. Success Programs


The outreach programs primarily involve Transfer Days at six community colleges. During recruiting events, for example, prospective students are given an in-depth look into TAMU-Kingsville’s academic programs. It is also a time to establish meaningful relationships with students and administrators in an effort to build trust in the transfer process.


Prospective transfer students are afforded the opportunity to sign up for an in-depth campus visit. Prospective students, for example, may schedule tours and meet current students and faculty while on campus. This way, prospective students and parents are given a first-hand look at the academics and other services available at TAMU-Kingsville. We have a one-semester First Year Seminar course that is designed specifically for transfer students.


Academic tutoring and supplemental instruction are open to all students and frequently used by transfer students.

73


Yes Outreach

Recruiters, Center for

Student Success

D. Website


http://www.tamuk.edu/admission/transfers


Yes


Yes


Equivalents

E. Financial Aid


0-25%



$10,071


A. Academic and Workforce Articulation Agreements (a.k.a. Transfer Agreements)


6


6


0


5

74



0



0




We are trying to get transfer students more involved in student organizations in order to help with their adjustments. Transfer students also meet with their advisors before registering for classes so they register for correct courses. We are articulating their courses before admission so they know what transfers and what does not.


The majority of transfer students worry about paying for college. Financial Aid is a major area of concern. In spite of the potential barrier, students are encouraged to apply early for financial aid and grants. If students are made aware of possible setbacks, they are likely to avoid delays in the documentation process. The same can be said for housing and other university services. For that reason, advisors and recruiters must continually provide transfer students with relevant information regarding the transitional process.

75

TAMU-Kingsville has made a two percent improvement in its four-year graduation rate

for native juniors, rising from 77 percent with the 2008 cohort to 79 percent with the 2009 cohort. The four-graduation rate improved one percent from the 2008 cohort (71%) to the 2009 cohort (72%). The four-year graduation rate for transfer students is six percentage points above the state average (66%).

Native students at TAMU-Kingsville take, on average, and extra semester (6 years) to graduate compared to the state average (5.4 years). Transfer students graduate close to the state average (7.3 years, compared to 7.7 years, respectively). TAMU-Kingsville has five transfer agreements with six area community colleges, but the institution reported that they are actively working to increase the number of transfer agreements.

A high percentage of transfer students (82%) receive financial aid, so the institution cited effective communication from advisors about financial aid procedures as a barrier to transfer.

78%84%

73%66%

Texas A&M University-Kingsville

Statewide Summaryfor Universities

Completion RateFall 2009 Cohort

% of Native Juniors Graduating in 4 years

% of Transfer Juniors Graduating in 4 years

76

Texas A&M University-San Antonio


A. Advising


Yes


Yes


10

B. Orientation


Required


100%

C. Success Programs


Transfer advising days/advising sessions, information tables, and presentations in SDEV classes


As an upper-division institution, all programs are designed for transfer students.


As an upper-division institution, transfer students are the primary users of all student success programs.


No

77

D. Website


http://www.tamusa.tamus.edu/advising/prospectivestudents.html


Yes


Yes


Texas Common Course


E. Financial Aid


26% - 50%



$8,946.74




2


2


0


2




answered.



9




78





We've found that transfer students will occasionally put off completing key core requirements until very late in their degree programs. As they approach their final semester, these students will have to complete and transfer these core requirements at or near graduation. We are concerned that this may have an impact on student achievement in their upper-division coursework.

79

TAMU-San Antonio is an upper-division level institution, so all of its students are transfer

students. TAMU-San Antonio decreased the number of academic articulation agreements from seven in 2010 to two in 2013. Participation for the required orientation for transfer students increased from 70 percent in 2012 to 100 percent in 2013. TAMU-San Antonio’s transfer students received a quarter to half of the total undergraduate financial aid during the 2013-14 academic year. Almost three-quarters of transfer students received an average of $9,000 in financial aid for the 2013-14 academic year. TAMU-San Antonio’s time-to-degree for the fall 2009 cohort is 9.7 years, two years higher than the state average. In the fall 2009 cohort, the completion rate for transfer juniors graduating in four years was 68 percent, just above the state average of 66 percent.

As an upper-division institution, all programs are designed for transfer students and

transfer students are the primary users of all student success programs. TAMU-San Antonio provides transfer advising days/advising sessions, information tables, and presentations in student development (SDEV) classes.

TAMU-San Antonio reports that their transfer students will occasionally delay completing

key core requirements until very late in their degree programs. As they approach their final semester, these students must complete and transfer these core requirements at or near graduation. TAMU-San Antonio is concerned that this may have an impact on student achievement in their upper-division coursework.

Note: Because TAMU-San Antonio is a new public university that only recently received

the authority to enroll students and grant degrees, there is insufficient data to produce charts for the 2008 cohort time-to-degree and completion rates to compare with the 2009 cohort in this year’s report.

80

Texas A&M University-Texarkana


A. Advising


Yes


Yes


2

B. Orientation


Required


90%

C. Success Programs


For our community college partners, we host Eagle Transfer Day Eagle Express events (The Eagle Express is a 42 foot trailer that visits community colleges and other venues to reach under represented populations that may not have the knowledge and means to apply to the University. There are many economically disadvantaged students who do not have college going traditions in their families so in order to close the gap, the Eagle Express provides a setting in which parents and students can feel comfortable in asking questions, and receiving help in the initial process of college preparation. We provide access to important resources in college admissions, scholarships, financial aid, and student life. The Eagle Express is equipped with air-conditioning/ heating by a gasoline powered generator. The trailer is equipped with 15 MacBook Airs, a satellite for connection to the Internet, 8 PS3s, Wiis, and an external PA system). In addition, at two of our feeder schools we have on-campus TAMUT representatives available to assist students with the enrollment process. We provide math and writing tutoring at a few of our feeder schools.


We offer online writing tutoring via our University Student Success Center.

81


Walk-in and online tutoring; supplemental instruction; student success workshops; textbook and academic resources library; and open computer lab


Yes, Coordinator of the

Community Transfer Center

D. Website


http://tamut.edu/Admissions/Undergraduate-Admissions/Transfer.html


Yes


Yes


TCCNS

E. Financial Aid


0 - 25%



$2,300




7


2


0


4



82



6



1




We identified Coding, Dual Admissions Agreements and Conditional Admit Option (for Nursing students) that have been barriers to transfers. We have a plan now in placed to address these areas. In addition to these areas, effective fall 2014 we will offer all students (undergraduates and graduates) a new guaranteed tuition and fee program. The program is approved and endorsed by The Texas A&M University System Board of Regents. The initiative will benefit students and their families by guaranteeing that tuition and mandatory fees are locked in for the length of the plan, promoting timely completion of undergraduate and graduate degree programs.


We will resolve one main emerging issue this year by developing our Dual Admissions Agreements. This will allow transfer students to have a smoother transition to TAMU-Texarkana.

83

TAMU-Texarkana was an upper-division-only institution since its founding in 1971. It enrolled its first freshman and sophomore students in 2010, so there is not yet any data to report for its cohort of native students.

TAMU-Texarkana reported seven articulation agreements with four different colleges. TAMU-Texarkana transfer students received up to a quarter of the total undergraduate financial aid during the 2013-14 academic year. Approximately 20 percent of transfer students received an average of $2,300 in financial aid for the 2013-14 academic year. When compared to last year’s report, TAMU-Texarkana’s time-to-degree increased from 7.8 years to 8.9 years, and the completion rate for transfer juniors graduating in four years decreased from 73 percent in the fall 2008 cohort to 57 percent in the fall 2009 cohort.

TAMU-Texarkana’s community college partners are offered Eagle Transfer Day and

Eagle Express events. The Eagle Express is a 42-foot trailer that visits community colleges and other venues to reach underrepresented populations that may not have the knowledge and means to apply to the university. The Eagle Express provides access to important resources in college admissions, scholarships, financial aid, and student life. The trailer is equipped with 15 MacBook Airs, a satellite for connection to the Internet, eight PS3s, Wiis, and an external PA system. In addition, at two of TAMU-Texarkana’s feeder schools, an on-campus TAMU-Texarkana representative is available to assist students with the enrollment process.

TAMU-Texarkana identified coding, dual admissions agreements, and conditional admit

option (for nursing students) that have been barriers to transfers. In addition to these areas, effective fall 2014, TAMU-Texarkana will offer all students (undergraduates and graduates) a new guaranteed tuition and fee program. The program is approved and endorsed by the Texas A&M University System Board of Regents. The initiative strives to benefit students and their families by guaranteeing that tuition and mandatory fees are locked in for the length of the plan, promoting timely completion of undergraduate and graduate degree programs. One main issue is being resolved this year by the development of TAMU-Texarkana’s dual admissions agreements in the hope of promoting a smoother transition for transfer students to TAMU-Texarkana.

84

Texas Southern University


A. Advising


Yes


Yes


12

B. Orientation


Required


100%

C. Success Programs


The institution’s outreach efforts are facilitated on our campus via our Transfer Center: “TRANSFER DAY @ TSU” biannual event in the fall and spring sessions.


None


Tutorials, major fair, study hall, and Career Placement Center


Yes

D. Website


http://em.tsu.edu/admissions/transferadmission.php

http://em.tsu.edu/admissions/transferadmission.php

85


Yes


Yes


TCCNS Equivalents

E. Financial Aid


26% - 50%



$13,168.40




6


5



answered.


5



Currently we do not have formal dual admission

agreements. Our students are allowed to do

concurent enrollment.

86



3




Transfer students at our institution experience the same challenges as those statewide in that some courses taken at other universities are not transferable into specific academic programs. Improved advising is being developed to best enroll students into their desired program of study while accepting as many completed hours as are allowable.


The amount of federal aid available to all undergraduate students is an area of concern. This also holds true for transfer students. Texas Southern University will continue to work on making scholarship opportunities available as well as recruit veterans that may be transfer students.

87

Texas Southern University (Texas Southern) increased the number of academic

articulation agreements from five to six and maintained its relationship with five institutions. Texas Southern’s academic advisors receive training and/or professional development specific to transfer students to provide required academic advising for new transfer students. Orientation is also required for transfer students. There are 12 community college campuses that receive ongoing academic advising to potential transfer students. Texas Southern transfer students received over a quarter to half of the total undergraduate financial aid during the 2013-14 academic year. Almost three-quarters of transfer students received an average of $13,000 in financial aid for the 2013-14 academic year. When compared to 2012, Texas Southern’s time to degree increased from 7.7 years to 8.8 years for transfer juniors, and the completion rate for transfer juniors graduating in four years fell 15 percent from 50 percent in the fall 2008 cohort to 35 percent in the fall 2009 cohort.

The institution’s outreach efforts are facilitated on campus via their Transfer Day at

Texas Southern biannual event in the fall and spring sessions. Tutorials, a major fair, study hall, and a Career Placement Center are student success programs located at Texas Southern that are frequently utilized by transfer students.

Texas Southern is working to improve advising to enroll students into their desired

program of study, while accepting as many completed hours as are allowable. The amount of federal aid available to all undergraduate students, especially transfer students, is an area of concern. Texas Southern stated they will continue to work on making scholarship opportunities available for transfer students and will recruit more veterans as transfers to the institution.

88

Texas State University


A. Advising


Yes


Yes


65

B. Orientation


Required


100%

C. Success Programs


A sampling of our outreach efforts: 1) Regularly scheduled community college visits, 2) Presentations to special community college populations, such as honors students, 3) On-site admissions evaluation programs, 4) Community College Advisor Updates, 5) Specialized transfer recruitment publication, and 6) Specialized transfer communication plans


Welcome Bobcats program is an outreach effort to align transfer students with academic services, student support services, and engagement opportunities. Each student responding to the e-mail receives a personalized e-mail or phone call. Transfer Talks is an opportunity for transfer students in their first semester to share their experiences. The data collected is then shared to develop initiatives for future transfer students.


Programs and services frequently used by transfer students include academic support services such as the Writing Center and the Student Learning Assistance Center. Other student support services utilized by transfer students include Career Services, Financial Aid and Scholarships, Campus Recreation, and the Leadership Institute. In addition, transfer students use library and technology resources (labs) for the completion of academic course work. Transfer students can also be identified on the campus via the early warning system, which assists students who need specific academic, career, financial, personal or social integration information.

89


Yes

D. Website


http://www.admissions.txstate.edu/future/transfer


Yes


Yes


TCCNS Equivalents

E. Financial Aid


0 - 25%



$10,154




3,090


3,090


0


29



4



4

http://www.admissions.txstate.edu/future/transfer

90




Block course sequences in some majors are barriers to successful and efficient transfers.


The availability of more need-based financial aid--both state and federal, and new federal satisfactory academic progress (SAP) for financial aid eligibility are emerging transfer barrier issues at our institution.

91

Texas State University (Texas State) continues to have the most academic articulation agreements: 3,090 articulation agreements with 29 different community colleges. Texas State transfer students received up to a quarter of the total undergraduate financial aid during the 2013-14 academic year. Almost three-quarters of transfer students received an average of $10,000 in financial aid for the 2013-14 academic year. When compared to 2012, Texas State’s cohort time-to-degree increased from 7.3 years to 7.6 years, and the completion rate for transfer juniors graduating in four years decreased from 73 percent in the fall 2008 cohort to 70 percent in the fall 2009 cohort.

The following is a sampling of Texas State’s outreach efforts conducted on the

campuses of their community college partners: regularly scheduled community college visits, presentations to special community college populations such as honors students, on-site admissions evaluation programs, community college advisor updates, specialized transfer recruitment publications, and specialized transfer communication plans. The Welcome Bobcats program is Texas State's email outreach effort to align transfer students with academic services, student support services, and engagement opportunities. Each student responding to the email receives a personalized email or phone call. Transfer Talks is another opportunity for transfer students in their first semester to share their experiences, and the data collected are then shared to develop initiatives for future transfer students.

Block course sequences in some majors are barriers to successful and efficient transfers

at Texas State. The availability of more need-based financial aid is an emerging transfer barrier issue reported by Texas State.

92

Texas Tech University


A. Advising

Does your institution require academic Advising for new transfer students?

Yes


Yes


60

B. Orientation


Required


100%

C. Success Programs


1. Community College Counselor Updates; 2. Information Fairs with students, counselors, and faculty; 3. Academic Advising Alignment Workshops/Seminars: a. Four-year to two-year academic advisors/counselors, b. Two-year and four-year joint presentations of transfer information to high school counselors and administrators, and c. Community college STEM programs, high school programs of study, such as engineering and agriculture, and pre-professional programs


Bachelor of Applied Arts & Sciences (BAAS) degree; 2. TechTEACH: Fast-track teacher certification for students with an AAT degree; 3. Transfer Student Success Course; 4. Transfer Student Scholarships: a. Community College Transfer Scholarships, http://www.financialaid.ttu.edu/forms/sch/Transfers.pdf, i. Proven Achievers, ii. Presidential Transfer, iii. IMPACT Scholarships (Annual Fund IMPACT Summer scholarship and IMPACT President’s Transfer Scholarship), b. Terry Transfer Scholarship program; http://www.depts.ttu.edu/honors/terry_scholars/TerryTransfer.php 5. Campus Life Engagement Programs: Transfer Council, Transfer Techsans (student organization for transfer students), Transfer Connection Learning Community, and Transfer Student specific residence hall; 6. Mechanical Engineering Compact; and 7. TTU at El Paso Architecture program (recognized by Hispanic Outlook as a top 10 College of Architecture for Hispanic students)

http://www.financialaid.ttu.edu/forms/sch/Transfers.pdf

http://www.depts.ttu.edu/honors/terry_scholars/TerryTransfer.php

93


RaiderReady Program: credit bearing transfer student success course; 2. Transfer Learning Community, Transfer Connection program and transfer residence hall; 3. DISCOVERY!: program to assist students to identify “good fit” major(s); 4. PEGASUS: a program to assist first-generation college students to engage in their education and the university; 5. Student Disability Services; 6. Support Operations for Academic Retention (SOAR): student learning center; and 7. University Career Services and college specific career centers (i.e., engineering, business, media & communications, etc.)


Yes

D. Website


1) Pre-transfer Academic Advising: http://www.cctr.ttu.edu 2) Transfer Credit: http://www.depts.ttu.edu/officialpublications/catalog/_Ad

mitTransferCredit.php (then click on TCCNS)

3) Transfer Admissions: http://www.admissions.ttu.edu/index.php/admission-financial_aid/transfer-2/


Yes


Yes


Texas Common Course


E. Financial Aid


0 - 25%



$11,357




56

http://www.cctr.ttu.edu/

http://www.admissions.ttu.edu/index.php/admission-financial_aid/transfer-2/

http://www.admissions.ttu.edu/index.php/admission-financial_aid/transfer-2/

94


56


0


48



0



21




1. Course sequencing prior to transfer – Students not taking introductory majors courses during their first two years at the community college either because the two-year institution does not offer it, difficulty hiring/keeping qualified instructors, or because student believes better to take at the four-year institution. This practice sets students up for sequencing issues, part-time enrollment first and/or second semesters at the four-year institution or for failure by forcing to take full load of courses not pursuant to academic success at the four-year institution. Examples include biology, chemistry, engineering, and pre-professional health majors. 2. Lack of state-wide scoring and awarding of college credit for credit-by-exam. 3. Professional development opportunities between two-year and four-year institutions’ academic advisors to keep abreast of: a. academic advising best practices alignment, b. discuss how state policies affect two-year and four-year similarly/differently and the impact to transfer students, c. curricular, policy, and process changes.


1. Lack of on-campus housing for transfer students (international, El Paso, the valley and South Texas area students); 2. Increasing implementation of portfolios for accepting and/or applying transfer degree credit (Honors College admission, Architecture, Interior Design, etc.); 3. Recruitment of

95

out-of-state students and lack of national, transferrable core curriculum; 4. Scholarships for transfer students continues to be a recurring issue, especially transfers from other four-year institutions; 5. Students losing scholarships when deciding to transfer to a better-fit, four-year institution

Texas Tech University (Texas Tech) reported the same number of academic articulation agreements (56) as in 2012, but increased the number of two-year institutions with which it has at least one current articulation agreement from 44 to 48. Texas Tech transfer students received up to a quarter of the total undergraduate financial aid during the 2013-2014 academic year. Almost three-quarters of transfer students received an average of $11,000 in financial aid for the 2013-2014 academic year. When compared to 2012, Texas Tech’s cohort students’ time-to-degree fell slightly from 6.7 years to 6.6 years. The completion rate for transfer juniors graduating in four years also declined slightly from 74 percent in the fall 2008 cohort to 72 percent in the fall 2009 cohort.

Texas Tech reported community college counselor updates; information fairs with

students, counselors, and faculty; and academic advising alignment workshops/seminars as some of their current community college campus outreach efforts.

The following barriers to successful and efficient transfers were identified by Texas

Tech: course sequencing prior to transfer, the lack of state-wide scoring and awarding of college credit for credit-by-exam, and professional development opportunities between two-year and four-year institutions’ academic advisors.

Emerging issues at Texas Tech that were reported as likely to cause barriers to transfer

in the future include a lack of on-campus housing for transfer students; increasing implementation of portfolios for accepting and/or applying transfer degree credit; recruitment of out-of-state students; scholarships for transfer students; and students losing scholarships when deciding to transfer to a better-fit, four-year institution.

96

Texas Woman's University


A. Advising


Yes


Yes


16

B. Orientation


Not Required


18%

C. Success Programs


Community College Counselors Workshop (Dallas and Houston areas) and TEAM Visits (transfer enrollment meetings).


Transfer Connection, Transfer Student Scholarship, and Touchstone Honors Program


Tutoring Centers, Career Services, Counseling Center, Child Care Services, Pioneer Center for Student Excellence, Commuter and Non-Traditional Student Services, Teaching and Learning with Technology


Yes, Transfer Taskforce

D. Website


www.twu.edu/admissions/transfer.asp

http://www.twu.edu/admissions/transfer.asp

97


Yes


Yes


TCCNS

E. Financial Aid


0 - 25%



$10,069.94




142


141


1


15



2



4




The state limit on excess hours has a frequent negative impact on transfer students. As a result of this rule, transfer students may experience increased

98


tuition costs that can cause financial burden; thereby, decreasing the likelihood of an on-time graduation.


Transfer students often do not understand the difference between transferability and applicability of coursework.

Texas Woman’s University (Texas Woman’s) reported an increase in academic

articulation agreements to 141 (up from 138 in 2012) with 15 different colleges. Texas Woman’s transfer students received up to a quarter of the total undergraduate financial aid during the 2013-14 academic year. Almost half of transfer students received an average of $10,000 in financial aid for the 2013-14 academic year. When compared to last year’s report, Texas Woman’s time-to-degree increased from 7.8 years to 8.4 years, and the completion rate for transfer juniors graduating in four years decreased from 73 percent in the fall 2008 cohort to 72 percent in the fall 2009 cohort.

Texas Woman’s reported the Community College Counselors Workshop (Dallas and

Houston areas) and TEAM Visits (transfer enrollment meetings) as two of their outreach efforts conducted on the campuses of their community college partners. Transfer Connection, Transfer Student Scholarship, and Touchstone Honors Program are three programs, other than orientation and advising, that are offered as student success programs specifically designed for transfer students.

Texas Woman’s reports that the state limit on excess hours has a frequent negative

impact on transfer students. As a result of the rule, transfer students may experience increased tuition costs that can cause financial burden, thereby decreasing the likelihood of an on-time graduation. An emerging issue likely to cause barriers to transfer in the future is the confusion transfer students may experience with understanding the difference between the transferability and applicability of coursework.

99

The University of Texas at Arlington


A. Advising


No


Yes


12

B. Orientation


Required


100%

C. Success Programs


UT-Arlington has admission counselors based at all of the Tarrant County Colleges (TCCs) and Dallas County Community College District (DCCCD) campuses on a regular basis. The admission counselors serve as liaisons between the community colleges and the University and are equipped with transfer guidelines that are used to advise students, based on their major. Each semester, admission counselors work with the community college advisors, faculty, and staff to develop presentations for the community college students. These presentations typically include information on the admission process, scholarships, financial aid, housing, next steps after admission, and course transferability. Professional development luncheons and departmental presentations are conducted for the community college advisors on university requirements, transferability of courses, and more. In addition to the general transfer presentations, the admission counselors have attempted to host academic information sessions based on major at the community colleges. Attendance was too low to continue to bring academic departments to the community college campuses.

100


Recruitment: Maverick Transfer Tours – These campus tours are held several times each semester and are exclusively for transfer students. Research has shown that transfer students are sometimes hesitant to attend recruitment events because they fear that the events are aimed at incoming freshmen. We make an effort to host transfer-specific events so that our prospective transfer students feel welcome. Maverick Transfer Night/Expo: Maverick Transfer Night/Expo are held each year (one at night, one in the afternoon to accommodate varying schedules). These events are mini-preview days. There are several information sessions students can attend based on their status (inquiry, applicant, admitted, international). We also provide a campus tour and showcase some of our facilities. Student Success: Transfer Connections Week – a new inititative is Transfer Connections Week. We are inviting newly enrolled transfer students and prospective transfer students to a series of events around campus that highlight the various programs, services, and resources the University has available. This event is similar to a welcome week but is specifically aimed at transfer students. In surveys and focus groups, our transfer students have indicated that they feel that most of the programs, services, and resources on campus are aimed at freshmen. While we don’t believe this is the intent of any of our departments across campus, we fear that departments don’t realize 1) how large our transfer student population is, and 2) their specific needs. It is the hope of the Transfer Task Force committee that this event will increase transfer student engagement on both ends. Transfer Ambassadors is a mentorship organization housed in University College. Transfer mentors meet with a group of new transfer students on a monthly basis and work through a set curriculum over the course of the academic year. They also host several social events for new transfer students. University College Success Series Transfer FINISH Program: programming centered on helping transfer students adjust to UT-Arlington, reviewing academic and graduation requirements, major exploration, career development and resumes, internships, resources, and more.


The University Learning Center is utilized by transfer students but open to all students which includes tutoring, supplemental instructions, TRIO programs, and more.

101


Yes

D. Website


http://www.uta.edu/admissions/transfer.php


Yes


Yes


TCCNS Equivalents

E. Financial Aid


0 - 25%



$10,354




20


20



20



0



2


102




Financial aid and course transferability are obvious issues that all universities face. UT-Arlington is working to solve the course transferability problem by reaching prospective transfer students early in their academic career and getting them to follow our transfer guidelines. Our transfer guidelines have been in place for four years now, and advisors and students report that they are excellent tools. Fortunately, we have built relationships with our community college partners. So the instant a student indicates that they intend to transfer to UT-Arlington, the community college advisors send the student to the UT-Arlington representative to get a transfer guideline. We advise students to meet with us each semester to go over their plan in case there have been any changes. We are also trying to implement a program for denied students that plan to start at the community college and then reapply as a transfer student. This will allow us to influence the courses these students take before they even enroll at the community college. An issue that our Transfer Task Force is trying to overcome is the lack of transfer student engagement from the many departments. Transfer students make up 55 percent of our student population, and they have different needs and struggles than traditional freshmen. Getting departments to recognize this and engage our transfer population is no easy feat.

103


These issues are not necessarily “emerging,” but one article that was recently published highlighted disadvantages of open enrollment at the community college level; With the job market crash, many people returned to school that did not have the drive, ability, support, means, etc., to complete a bachelor’s degree. So, we see students who have accumulated many hours, have exhausted financial aid, and do not have the grades needed to be admitted to a four-year university. Some of these students should have been redirected much earlier in their academic career. Another consistent issue is the advising conflict. Community colleges are judged on the number of degrees awarded. However, for many transfer students, earning an associate degree is a disadvantage. For example, if a student is an engineering, science, or architecture major, it is beneficial for them to transfer early so they still have lower-level courses to take once they arrive at the university, but if these students never meet with a university representative, they will not know this information because the community college advisors will continue to advise them toward the associate degree.

104

The University of Texas at Arlington (UT-Arlington) experienced a small one-point increase in the percentage of native students graduating in four years (82% in 2012, 83% in 2013), but experienced a larger five-point decline in the four-year graduation rate for its transfer students (66% in 2012, 61% in 2013). The time-to-degree figures are virtually unchanged from last year (5.49 in 2012 and 5.5 in 2013 for natives, and 7.46 in 2012 and 7.7 in 2013 for transfers).

The number of academic articulation agreements declined at UT-Arlington from 21

agreements with 21 community colleges to 20 agreements with 20 community colleges. Dual-admission agreements dropped from two to zero. Participation in transfer student orientation, however, has risen from 20 percent to 100 percent, even though orientation is not required.

UT-Arlington has admissions counselors and academic advisors placed at all of the

nearby Tarrant County College campuses and Dallas County Community College District campuses, and advisors at those colleges are kept informed of changes through professional development luncheons and presentations. UT-Arlington makes an effort to recruit transfer students through transfer-specific tour events, expos, and other special events. The Transfer Connections Week program is designed not only to make students feel welcomed, but also to educate faculty on the specific needs of transfer students.

UT-Arlington’s barriers to transfer are proactively addressed through providing potential

transfer students with transfer guidelines and other materials to inform them of degree plan requirements early in students’ academic careers. UT-Arlington reports that it is sometimes harder to make a positive impact on their faculty than it is on the students with regard to transfer student success.

UT-Arlington identified an upcoming barrier to transfer: community colleges may have

an incentive that runs counter to transfer student success because community colleges receive a state benefit based on the number of associate degrees they award. In some instances, the completion of an associate degree may steer students away from courses needed for certain bachelor’s degree programs. UT-Arlington recognized that meeting with university and community college advisors may help to address this problem.

105

The University of Texas at Austin


A. Advising


Yes


Yes


B. Orientation


Required


93%

C. Success Programs


Each semester a team of advisors from across campus participate in advising outreach at Austin Community College (our largest transferring institution). In addition to ACC, each community college in Texas is serviced by our admissions centers throughout the state. Each center devises an outreach plan based on the number of institutions and transfer application/matriculation data. The outreach primarily consists of college day/night programs, scheduled campus visits and meetings upon request.


Transfer Interest Groups (TrIGs) are an extension of our popular and successful first-year learning community initiative exclusively for transfer students. TrIGS cluster groups of transfer students with the same major in two or three courses in their first semester, provide a supplement seminar facilitated by a peer mentor and the student's academic advisor. TrIGS assist students in their transition to UT life.


Transfer students have access to and frequently use all of the supports available to students including the Sanger Learning Center, the Career Exploration Center, Office of Student Activities and Leadership Development, and where appropriate, Student Veteran Services.


Yes

106

D. Website




Yes


Yes


TCCNS Equivalents

E. Financial Aid


0 - 25%



$13,862




0


0


0


0



0





107



The barriers to successful and efficient transfers vary across our transfer student population. Some transfer students arrive without appropriate prerequisite courses, thus delaying their degree progress.


With increased persistence rates of our FTIC and limited facilities and resources to expand the overall student population, we expect limited space to be a barrier for students wishing to transfer.

108

The University of Texas at Austin (UT-Austin) has seen a 6 percent increase in the four-

year graduation rate of its transfer students over the last year, up from 75 percent in 2012 to 81 percent in 2013. It is notable that the completion rate for transfer students (81%) is well above the state average (66%). The four-year graduation rate for native students is up just 1 percent, from 89 percent to 90 percent. The time-to-degree figures are virtually unchanged, and the aggregate of transfer students at UT-Austin graduate a full year ahead of the state average.

UT-Austin has dropped the only articulation agreement that it had with a single

community college. UT-Austin identifies students arriving without the appropriate course prerequisites as one of the barriers to transfer, a situation that could be helped by the addition of articulation agreements and vertical team meetings.

While there is no shortage of students who wish to transfer to UT-Austin, the institution

still sends teams of advisors to Austin Community College and provides support to admissions centers throughout the state. UT-Austin is considering providing outreach programs to transfer students during the evening, a valuable idea that could be replicated by other institutions.

Once on campus, transfer students can participate in Transfer Interest Groups, a version

of UT-Austin’s signature first-year learning communities. These interest groups place students in the same major in the same courses and provide peer mentors along with academic advisors.

89% 84%81%66%

The University ofTexas at Austin

Statewide Summaryfor Universities

Completion RateFall 2009 Cohort

% of Native Juniors Graduating in 4 years

% of Transfer Juniors Graduating in 4 years

109

The University of Texas at Brownsville


A. Advising


Yes


Yes


2

B. Orientation


Required


100

C. Success Programs


Transfer Student College Fairs, one-on-one advising, and classroom presentations


Currently there are no student success programs specifically designed for transfer students.


Tutoring services are offered through our labs and through course-based assistance via Link2Success. Supplemental Instruction i s offered for specific courses that transfer students may utilize.


No

D. Website


www.utb.edu/em/transferstudent/Pages/default.aspx

http://www.utb.edu/em/transferstudent/Pages/default.aspx

110


No


No


TCCNS

E. Financial Aid


0 - 25%

What percentage of transfer students receive financial aid? 71.62%


$3,648.00




22


22


22


21



0



5




Aligning various course equivalencies from

community colleges to the institution's courses,

example: A community college offers BIOL 1408-

111


General Biology I and BIOL 1409-General Biology

II, while UTB offers: BIOL 1306-General Biology I

and BIOL 1307-General Biology II and BIOL 1308-

Biology for Non-Science Majors I and BIOL 1309-

Biology for Non-Science Majors II


Technical courses that are non-transferable,

services specifically designed to accommodate the

unique needs of the transfer student population,

and financial aid eligibility due to excessive

hours.

The University of Texas at Brownsville (UT-Brownsville) has made a notable 16

percentage-point improvement in its four-year graduation rate for native juniors over the last year (69% in 2012, 85% in 2013). The gains for transfer students are not nearly as large, increasing by only 1 percentage point from last year. Transfer students are not taking as long to graduate, however. The 2008 cohort took 8.95 years to graduate, and this year’s 2009 cohort took almost a full year less at 8.2. However, 8.2 years is still a full semester longer than the state average of 7.7 years.

UT-Brownsville does not have as many transfer student outreach and success programs

as many of its peer institutions. There are transfer student expos and one-on-one advising, but there are not programs that target the particular needs of transfer students. UT-Brownsville does acknowledge the lack of services to transfer students as an emerging barrier to transfer, so there may be changes in the coming years as the institution merges its resources with The University of Texas-Pan American.

112

The University of Texas at Dallas


A. Advising


Yes


Yes


12

B. Orientation


Not required


27%

C. Success Programs


The Office of Admission and Enrollment Services hosts Comet Expos on community college campuses. The event includes academic departments, Student Transition Programs, and the Veteran Services Center. In addition to the special events, pre-admission advisors have regularly scheduled visits and office hours at our local community colleges.


Student Success Center, Transfer Year Experience, Transfer Student services


Academic Advising, Career Center, Multicultural Center, Student AccessAbility, Student Success Center, Transfer Student Services, Road Warriors, Women's Center, and Veterans Services Center, Writing Center


Yes

113

D. Website


http://www.utdallas.edu/enroll/apply/tguides.php


Yes


Yes


TCCNS Equivalents

E. Financial Aid


26% - 50%



$12,194




73


73


0


50



0



12


http://www.utdallas.edu/enroll/apply/tguides.php

114



None


None

The University of Texas at Dallas (UT-Dallas) has had a drop in the percentage of native students who graduate in four years, down from 89 percent in 2012 to 86 percent in 2013. There is a small 2 percent increase in the percentage of transfer students who graduate in four years. The time-to-degree figures are almost unchanged from last year. UT-Dallas is close to state averages on both the completion rate and time-to-degree measures.

UT-Dallas has 73 articulation agreements with 50 different two-year institutions. This

large number is the partial result of the 12 vertical team meetings held by nine academic departments over the last year. UT-Dallas also cooperates with area colleges through Comet Expos, special events, and on-site advisors. Once on campus, transfer students at UT-Dallas can participate in a Transfer Year Experience. Orientation for transfer students does not reach a large proportion of transfer students, however, with 27 percent participation.

115

The University of Texas at El Paso


A. Advising


Yes


Yes


B. Orientation


Required


85%

C. Success Programs


AT EPCC: Academic Advising; Transfer Fairs in fall and spring; Special programs with Early College High Schools


- ECHS Academic Success Center; Financial Aid Consortium Agreement; Shared Student ID Numbers; Shared Student Portal; Special Transfer web page; Reverse Transfer; Two + two degree plans; UNIV 1301 sections especially geared for transf


All of the above


No

D. Website


http://academics.utep.edu/Default.aspx?tabid=69625

http://academics.utep.edu/Default.aspx?tabid=69625

116


Yes


Yes


TCCNS Equivalents

E. Financial Aid


26% - 50%



$9,534.22




16


16


0


2



2



3




El Paso Community College (EPCC) and UT-El Paso have a long history of working together to identify and resolve barriers to transfer student success, and

117


some issues that we have identified and are working with include: timing of application, transcript evaluation, and advising for timely admission; new TSI issues that may cause delays in processing; increased cost of attendance from EPCC to UT-El Paso; scheduling of classes that are convenient for students at both UT-El Paso and EPCC; and transportation to UT-El Paso for students who live farther away.


118

The University of Texas at El Paso (UT-El Paso) has slipped only one percentage point in the four-year completion rate of its native students over the past year. The completion rate for transfer students is down six percentage points from 2012 (68%) to 2013 (62%). The time-to-degree figure for native students is down slightly from 5.83 in 2012 to 5.7 in 2013. Transfer students have almost the same time-to-degree rate as last year. UT-El Paso is below state averages for the number of students who graduate within four years, but it is very close to the state averages in time to degree.

Three vertical team meetings by three departments helped to create some of the 16

articulation agreements active in 2013. Services to transfer students include advising, transfer fairs twice a year, a web page for

transfer students, an academic success center, a special section of UNIV 1301 geared toward transfer students, and programs for Early College High School students. Orientation is attended by 85 percent of transfer students.

Barriers to transfer include the timing of applications, transcript evaluation, and advising. Transportation to campus and the scheduling of courses are also problems.

119

The University of Texas at San Antonio


A. Advising


Yes


No


12

B. Orientation


Not required


10%

C. Success Programs


The UT-San Antonio Office of Admissions provided College Academic Program updates to community college counselors. Classroom presentations about transferring to UT-San Antonio have been provided to students enrolled certain community colleges' academic and study skills courses. UT-San Antonio piloted Roadrunner Day (an information day) at a local community college. On our own campus, the annual Articulated College Transfer Workshop was held for counselors working for our community college partners.

120


1. Transfer Success Workshops for transfer students were offered by the UT-San Antonio Tomás Rivera Center (TRC) for Student Success. Some topics discussed: What to Expect; Managing Time; Overcoming Procrastination; Preparing for Midterms; Relieving Your Stress; and Planning for Final Exams. In addition, the TRC Academic Coaching program was introduced. 2. The Transfer Academy for Tomorrow’s Engineers (TATE) is designed for certain community college transfer students interested in studying engineering. TATE is a collaboration between the UT-San Antonio College of Engineering and the Alamo Colleges that is predicated on intervention strategies designed to increase academic success. Both institutions are committed to help prepare students by creating paths of study that provide a seamless transition from Alamo Colleges to the College of Engineering at UT-San Antonio. Under the direction of the UT-San Antonio Office of P-20 Initiatives, the TATE program provides a cohort of 25 eligible students access to a clearly defined pathway through Alamo Colleges and their enrollment at UT-San Antonio.


Transfer students frequently visit the following student success programs: Academic Advising, Tutoring, Supplemental Instruction, Academic Coaching, the Writing Center, and the Math Lab.


No

D. Website


http://www.utsa.edu/advise/transfer.html http://www.utsa.edu/admissions/undergrad/requirements/transfers.html


Yes


Yes


TCCNS Equivalents

http://www.utsa.edu/advise/transfer.html

http://www.utsa.edu/admissions/undergrad/requirements/transfers.html

http://www.utsa.edu/admissions/undergrad/requirements/transfers.html

121

E. Financial Aid


0 - 25%



$9,292




16


0


0


16



0



0




1. Individual core curriculum courses listed on the transcripts of transfer students who are core complete often are not coded properly creating some degree audit challenges for advisors. 2. There are some challenges to getting transfer students to meet with an academic advisor before registering for courses their first semester at UT-San Antonio often leading to delayed degree completion. 3. The increased number of articulation agreements has placed a strain on the resources needed to adequately market services for transfer students.


1. As more colleges and majors become selective with their own admission criteria beyond those of the university, more transfer students may lack the qualifications to choose those majors upon initial matriculation at UT-San Antonio. 2. The lack of a

122

mandatory orientation program for transfer students may inhibit a smooth transition to the university and its services for those students. 3. There is a need for more services and accommodations for the needs of the increased number of veterans and their families as more individuals separate from military service and matriculate at the university. 4. There is no central office to aid transfer students with the transition process into the university.

The University of Texas at San Antonio (UT-San Antonio) has seen a 7 percent decline in the four-year completion rate of its transfer students, down from 68 percent in 2012 to 61 percent in 2013. The time-to-degree figures are almost the same for 2012 and 2013 and very close to the state averages.

UT-San Antonio offers several services to its transfer students. Transfer Success

Workshops provide important information, and the Transfer Academy for Tomorrow’s Engineers targets specific programs.

Barriers to transfer include the coding of core curriculum courses, getting students to

meet with advisors in a timely manner, and the strain on the marketing of services placed by an increased number of articulation agreements. One of the emerging barriers to transfer is also mentioned by several other institutions across the state: the increasing number of veterans and their families who need special services and accommodations.

123

The University of Texas at Tyler


A. Advising


No


Yes


7

B. Orientation


Not Required


17

C. Success Programs


UT-Tyler runs a Transfer Center on the Tyler Junior College campus. On other community college campuses, UT-Tyler holds application drives with the Mobile Go Center and sets up recruitment tables.


None.


None.


No

D. Website


http://www.uttyler.edu/admissions/transfer.php

http://www.uttyler.edu/admissions/transfer.php

124


No


No


TCCNS

E. Financial Aid


51-75%



$11,300




13


12


1


13



0



0




Barriers to successful and efficient transfer include: lack of detailed 2+2 degree program agreements with community and junior colleges that reflect the

125


changes in the 2014 Core Curriculum, and lack of campus-wide communication regarding transfer initiatives.


The lack of a centralized location and department to coordinate transfer initiatives and campus-wide communication regarding transfer issues

The University of Texas at Tyler (UT-Tyler) has similar completion rate and time-to-degree statistics to last year’s figures. The completion rate for transfer students is up 2 percent. Both the completion rate and time-to-degree figures are comparable to state averages.

UT-Tyler has something that other institutions may wish to replicate: a Mobile Go Center

that allows institutional representatives to recruit students and offer information to area colleges. Otherwise, UT-Tyler has no student services designed especially for transfer students. The number of articulation agreements is modest at 13.

Barriers to transfer include a lack of program agreements with community colleges to

accommodate the new core curriculum. This, and the emerging barrier issue of insufficient communication regarding transfer issues, could be addressed if UT-Tyler implemented vertical alignment meetings with community college partners over the coming year.

126

The University of Texas of the Permian Basin


A. Advising


Yes


Yes


2

B. Orientation


Not required


25%

C. Success Programs


Each week during the long semester, the transfer academic adviser spends two-three hours near the lunch hour engaged with students at each of our two largest community college partners, Odessa College (OC) and Midland Community College (MCC). During these sessions, the adviser compares the lists of courses students are taking to degree plans at UT-Permian Basin so students can more effectively select courses. The adviser also provides a point of contact at our institution. During Spring 2014, this adviser assisted approximately 150 students at OC and MCC.


Our efforts to assist community college transfer students center on orientation, advising, and programs widely available to the entire student population.


In addition to orientation and advising, transfer students frequently avail themselves to tutoring, supplemental instruction, personal counseling, career services, and specialized testing and accommodations.


Yes

127

D. Website


http://www.utpb.edu/admissions/apply-now!/transfer


Yes


Yes


Texas Common Course


E. Financial Aid


0 - 25%



7,155.33




5


0


0


5



0



5


http://www.utpb.edu/admissions/apply-now!/transferhttp:/www.utpb.edu/admissions/apply-now!/transfer

128



Time and staffing are the central components.


The impact of the revised core to be implemented in Fall 2014 is not yet known. There could be a challenge for students in some programs if the required classes in each area are not the same; this is a particular question with the component area option.

The University of Texas of the Permian Basin (UT-Permian Basin) has seen a sharp decline of 14 percentage points in the four-year completion rate of its transfer students over the past year. Last year, 68 percent of the 2008 cohort graduated within four years. This year, 54 percent of the 2009 cohort graduated within four years. (This decline places UT-Permian’s transfer students 12 percentage points below the state average of 66 percent.) The four-year graduation rate for native students, by contrast, fell only 1 percentage point over the last year. Transfer students also saw a small increase in their time to degree, requiring 7.7 years among the 2008 cohort and 7.9 years among the 2009 cohort.

UT-Permian Basin offers two to three hours of advising per week on the campus of its

largest community college partners. These consistent efforts reached approximately 150 potential transfer students during the last academic year. Visits to the area community colleges also produced or maintained five articulation agreements with five vertical alignment meetings during the last year.

The impact of the revised core curriculum is one of UT-Permian Basin's barriers to

transfer. The institution anticipates that transfer students will have problems with course equivalencies, particularly for the component area option.

129

The University of Texas-Pan American


A. Advising


No


Yes


B. Orientation


Required


82

C. Success Programs


UT-Pan American has created a Transfer Center that is located near South Texas College. The center is a "one stop shop" that provides admission, transcript submission, and evaluation services. The center also provides on-site academic advisement and assistance in obtaining degree plans and information on programs offered at UT-Pan American.


There are no other programs at this time.


Learning Assistance Center tutorial services, Supplemental Instruction program, Unviersity Writing Center, University Academic Advisement Center, Library Services and Student Development Office services which include mentoring programs


No

130

D. Website


http://www.utpa.edu/transfer


Yes


Yes


TCCNS Equivalents

E. Financial Aid


0 - 25%



$9,573




29


29


0




0



5


http://www.utpa.edu/transfer

131



The barriers to efficient transfer include: (1) difficulty obtaining all necessary information from transfer institutions in a timely fashion such as inprogress coursework; (2) the number of hours that students are required to complete in order to obtain certificate and/or associate degrees include courses that may negatively impact the student's educational progress at the four-year institution; students are at risk for exceeding the funding limits and increased tuition costs; (3) obtaining approval of course substitutions to utilize coursework not offered at UT-Pan American to meet degree requirements; (4) not all Texas schools use the TCCNS course numbers, UT-Pan American included, which can cause inconcistencies especially with regard to GOVT 2305/2306; and (5) students at times are not prepared educationally and/or emotionally to transfer to a four-year institution, and the necessary adjustment period impacts the academic success of students.


Emerging issues include: (1) developing new processes for The University of Texas-Rio Grande Valley (UT-Rio Grande); (2) realizing that we need to be doing a better job at helping these students make the transition from community college to university; (3) the need to work proactively with partner community colleges to improve the lines of communication regarding the academic advisement of potential transfer students at both institutions; and (4) ensuring that faculty and staff advisors receive the necessary training in order to address the specific needs of transfer students.

132

The University of Texas-Pan American (UT-Pan American) is unique among Texas institutions in 2013 for having the same four-year completion rate for both native and transfer students. The institution is to be commended for closing the gap between native and transfer students, as every other Texas public university has a higher percentage of native students than transfer students graduating in four years. Furthermore, the four-year graduation rate for transfer students is six points greater than it was in 2012, and it is now eight percentage points above the state average.

The time-to-degree figure for transfer students is the same as last year, although native

students are now taking longer to complete their degrees in 2013 (6.3 years) than they did in 2012 (5.5 years).

UT-Pan American has a Transfer Center near its largest community college partner,

South Texas College, to provide advising, admission, and transcript evaluation services. Five vertical teaming meetings in 2013 built or maintained 29 articulation agreements.

UT-Pan American identified several barriers to transfer, including the timely gathering of

information from colleges, students taking an excess numbers of hours, course substitutions, inconsistent use of TCCN course numbering, and student preparation for university life and work. One of the emerging issues will be the creation of new processes and student success programs as UT-Pan American merges with UT-Brownsville to become The University of Texas-Rio Grande Valley.

133

University of Houston


A. Advising


Yes


Yes



answered.

B. Orientation


Required


90%

C. Success Programs


Transfer Advising Program: We provide pre-admission academic advising to prospective transfer students on an ongoing basis at 11 community college locations in the Houston area. The goal of this program is to create a successful and seamless transition for students transferring to UH, helping students to reach their academic goals in a timely and cost-effective manner. Community college visits using a territory management model, UH transfer admission counselors and regional admissions counselors located in Austin, Dallas, and McAllen visit community colleges to promote UH academic opportunities and services available that would entice a student to want to transfer to UH. Additionally, these staff members aid in the transition from community college into university with scholarship, financial aid, and housing information. Discover UH: This program aims to connect with current community college students with UH colleges and academic departments to aid in the transition from community college into university. These events offer admission counseling, application completion opportunities, pre-advising, and additional opportunities to make transfer students feel comfortable in their transition. These events are typically held in the fall and spring at Houston Community College (two locations), Lone Star College (two locations) and San Jacinto College campuses.

134

Counselor Connection: This program invites community college advisors, counselors and transfer specialists to campus to provide them with highlights and updates on academic program enhancements, new admission requirements, transfer credit updates, transfer student services and additional information to aid in the successful transition for transfer students into UH.


Other than orientation and advising, student success programs at our institution are open to all students.


Other than orientation and advising, student success programs at our institution are open to all students. Utilization data does not currently capture transfer status.


No

D. Website


http://www.uh.edu/admissions/apply/apply-transfer/ http://www.uh.edu/admissions/admitted/conferences/transfer/


Yes


Yes


TCCNS

E. Financial Aid


26-50%



$11,394

http://www.uh.edu/admissions/apply/apply-transfer/

http://www.uh.edu/admissions/admitted/conferences/transfer/

http://www.uh.edu/admissions/admitted/conferences/transfer/

135




55


55


0


55



9




answered.




None.


None.

136

The University of Houston (UH) reported a decline in the total number of articulation agreements from last year, down from 59 to 55, with the same 55 two-year institutions. The percentage of total undergraduate financial aid targeted for transfer students has gone up from the 2012 maximum of 25 percent to the 2013 maximum of 50 percent. A substantial number of transfer students (70%) receive financial aid. The four-year completion rate for native students remains the same as last year (81%), but the completion rate for transfer students has seen an improvement of 6 percentage points (54% to 60%). The time-to-degree rates are almost unchanged from last year: 5.6 years in 2012 to 5.5 in 2013 for native students, and 7.19 in 2012 to 7.2 in 2013 for transfer students.

UH has an active agenda of outreach efforts for transfer students. On-site academic

advising is offered at 11 community colleges, and regional admissions counselors are located throughout the state. “Discover UH” events offer transfer students opportunities within academic departments to ease transitions.

137

University of Houston-Clear Lake


A. Advising


Yes


Yes


10

B. Orientation


Required


43

C. Success Programs


UH-Clear Lake Transfer Advisors routinely offer advising services on community college campuses. In collaboration with the Office of Admissions, a program called "UHCL Days" presents enrollment services to community college students on their current campuses. UH-Clear Lake provides printed materials stating academic program requirements and transfer scholarship services.


During 2013-2014, UH-Clear Lake was an upper-level institution with juniors, seniors, and graduate students. Because all of the undergraduate students were transfer students, all student success initiatives were focused on transfer students, including Tutoring, Supplemental Instruction, Writing Center and Math Center services. PLEASE NOTE FOR QUESTION 2.1: Orientation for students became required Jan. 1, 2014. Prior to this date, orientation was not mandatory. PLEASE NOTE FOR QUESTION 2.2: 43% was overall participation. The following breakdown shows the percentages according to semester/requirement in fall 2013: 28% (participation was voluntary); spring 2014: 78% (participation was mandatory); and summer 2014: 50% (participation was mandatory).

138


UH-Clear Lake transfer students utilize the Student Success Center which offers tutoring and Supplemental Instruction. Transfer students also seek support offered by the Writing Center and the Math Center.


No

D. Website


http://prtl.uhcl.edu/portal/page/portal/ADM/transfer


Yes


Yes


TCCNS Equivalents

E. Financial Aid


76% - 100%



$9,345




12


10


2


11

http://prtl.uhcl.edu/portal/page/portal/ADM/transfer

139



0



10




Barriers include: Meeting the GPA requirement, undecided major status, scheduling, course offerings, and personal issues of students.


Issues likely to cause barriers include: Cost and financial concerns.

140

UH-Clear Lake is an upper-division level only institution, so all students are transfer

students. All student services and financial aid are therefore designed for transfer students. Compared to 2012, UH-Clear Lake students are taking longer to graduate. In 2012, 70

percent of students graduated within four years, but in 2013, the number fell 5 percentage points to 65 percent. The time-to-degree has similarly increased from 7.7 years to 8.2 years, the period of an entire semester.

UH-Clear Lake offers advising on area community college campuses. The "UHCL Days"

program offers enrollment services, information, and advising to potential transfer students. Barriers to transfer are the conventional ones faced by almost every institution:

scheduling and course offerings, students meeting minimum requirements, financial concerns, and students not being prepared for college life and work.

141

University of Houston-Downtown


A. Advising


Yes


Yes


4

B. Orientation


Not required


7

C. Success Programs


“UHD Road Trips" provide transfer students on-the-spot admissions processing, financial aid counseling, and academic advising. We also conduct weekly recruiting on-site.


Tau Sigma National Honor Society, open houses at off-campus sites, on-campus transfer Thursday events, and on-campus transfer admission days


Student Counseling Services, career services, Academic Support Center (tutoring for lower-level math courses, tutoring assistance with writing assignments), Learning Connection (supplemental instruction peer tutoring), required common core seminar course for transfer students, academic computing labs, Collaborative Learning Community Center (tutors and mentors for Scholars Academy students), Science Learning Center (tutors and self-help resources for students taking science courses), foreign language lab (tutoring), Accounting Lab (tutoring), and College of Business tutoring center

Does your institution have an administrator or a standing committee responsible specifically for transfer student success?

Yes

142

Please give the title of the administrator or the name of the standing committee.

D. Website


http://www.uhd.edu/admissions/transfer/application.html


Yes


Yes


Texas Common Course


E. Financial Aid


0 - 25%



$7,250




385


225


160


5



2



35




143



Accurate and timely evaluation of transfer credit


Time and money up front. Transfer students want to be able to quickly identify exactly how many courses they would have to complete and how much it will cost them to do it. We need to incorporate an automated estimation of total fees based upon the remaining degree requirements and expected financial aid. Predictable timeline and exact course schedule to graduation is also needed. Transfer students shouldn’t have to wait to see if needed courses are going to be offered on days and at times that are convenient to them. Upon entry, they need to be able to see that they could take specific needed courses at particular times and locations in order to graduate on time. Quality and reputation: Transfer students want to hear that the institution has a good reputation in the community for providing a quality education that helps people get good jobs.

144

The University of Houston-Downtown (UH-Downtown) saw very little change, 3

percentage points or less, in its completion rate and time-to-degree figures since last year. UH-Downtown remains well below state averages for four-year completion rates and above state averages for the time-to-degree. The four-year completion rate for both native and transfer students are at least 10 percentage points below the state average for the second year in a row.

UH-Downtown offers several innovative services to its transfer students. The UHD Road

Trips program provides not only financial aid counseling and academic advising, but it processes admissions applications on the spot at partner college campuses. Open houses at off-campus sites are a welcoming touch for transfer students.

UH-Downtown has a high number of articulation agreements, 385, with just five partner

institutions. This indicates that the institution is working very closely with its partners, as seen in the 35 vertical team meetings among 10 different academic departments in the space of just one year.

UH-Downtown has specified an important emerging issue that could affect several

universities: An automated estimation tool that calculates the degree requirements and estimated costs of certain degree programs would be helpful to both students and institutions. Students could benefit from a predictable timeline and exact course schedule needed to complete their degrees, and institutions could benefit from the analysis by knowing the semesters and time of day when certain courses need to be offered.

145

University of Houston-Victoria


A. Advising


Yes


Yes


25

B. Orientation


Not Required



answered.

C. Success Programs


Monthly visits to community colleges by UH-Victoria advisors and faculty


UH-Victoria transfer scholarships


Career services, disable service, tutoring, supplemental instruction, testing services, and writing tutoring


No

D. Website


http://www.uhv.edu/oar/Transfer_Plans.aspx

http://www.uhv.edu/oar/Transfer_Plans.aspx

146

information tailored to the needs of transfer students? If yes, provide the URL.


Yes


Yes


TCCNS

E. Financial Aid


0 - 25%



$9,852




20


30


0


10



4



2




This question was left blank.

147

your institution, department, or program identified? Are there any emerging issues at your institution that you see likely to cause barriers to transfer in the future?

This question was left blank.

UH-Victoria only began admitting freshmen in 2010, so statistics are not yet available for four-year graduation rates and time-to-degree figures for native students. All student services and financial aid have been designed for transfer students.

The completion rate for transfer students has fallen 8 percentage points since last year’s

report, bringing UH-Victoria below the state average of 66 percent. Transfer students in the 2009 cohort are also taking slightly longer to complete their degrees compared to the 2008 cohort, rising from 8.0 to 8.2 years, above the state average of 7.7.

UH-Victoria has almost doubled its number of articulation agreements over the last year

from 11 to 20, and it doubled the number of partner colleges from five to 10. The number of vertical team meetings was relatively small (two), but the number of participating departments is relatively high (15). UH-Victoria academic advisors who are available for students also visit partner colleges on a monthly basis.

148

University of North Texas


A. Advising


Yes


Yes


28

B. Orientation


Required


100

C. Success Programs


Transfer Center, Transfer Orientation, Eagle Bond (early access program), Transfer Ambassadors, Transfer Advisors, and Targeted Transfer Financial Aid Programming


The University of North Texas has over 400 programs for students participation. Norht Texas' transfer students are an intregal part of the insitution and they are included in these programs.


Forty-eight percent of the students make up the undergraduate student population at UNT. The transfer students are actively engaged accross the programs at UNT.


Yes

D. Website


http://www.unt.edu/transfernow

http://www.unt.edu/transfernow

149


Yes


Yes


TCCNS Equivalents

E. Financial Aid


51% - 75%



$10,863




52


27


25


23



0



9




Advising ratios at community colleges range from 1:1000 to 1:3000, making it unlikely that a transfer

150


student will get close advising. They are often left to figure it out on their own – and don’t have the background to interpret the complexities of higher education; for example: Students at community colleges are often coached to ask, ‘Will this course transfer?’ They don’t know that a course may transfer, but not count toward their desired degree. They also don’t know that there is a limit to the total number of hours they can transfer. As a result, they may take many more courses than needed. Students think that all core classes will work with all degrees. Yet, different math courses (or science or humanities, etc.) are needed for different degrees. You can be ‘core complete’ and still need to take a different math course for your major. If this was more clearly understood, they could take a course that would meet both core and major requirements – increasing the efficiency of their coursework. Students don’t often know the difference between ACGM and WECM courses and so misunderstand transferability in that regard.


Different sectors (two-year and four-year) have different vocabularies, cultures, incentives, and constraints. Both perspectives must be considered to build a sustainable system. The changing world of higher education has resulted in a wide variety of opportunities for accumulating course credit, but the integration of those courses into a coherent degree program are often lacking. Students who are first in their families to enter higher education may be disadvantaged because of this disaggregation or ‘atomization’ of education – particularly when many courses are taught by adjuncts, whose assignments are also ‘atomized.’ Attention needs to be paid to helping them integrate coursework into a coherent degree.

151

The University of North Texas (UNT) has exactly the same four-year completion rates as it did in last year’s report, although changes in the state average mean that it is now above average for transfer students’ four-year completion rates. The time to degree for native students remains the same for the 2008 and 2009 cohorts, although transfer students now take .1 year longer to graduate.

UNT serves the Metroplex well by offering on-site advising to 28 partner colleges.

Transfer students are served with orientation, an early access program, advisors, financial aid programming, and a transfer student center. As transfer students make up 48 percent of the UNT student body, services for transfer students are blended with services for all students. The high percentage of transfer students is reflected in the targeted financial aid, where up to 75 percent of funds are earmarked for transfer students.

UNT has a high number of articulation agreements (52) with 23 colleges. These have

been created or maintained with nine vertical team meetings over the last year. UNT articulates well the problems many institutions face with insufficient advising as the

primary barrier to transfer. The result is often that students are taking more courses than they need for transfer, slowing down their time-to-degree and putting their financial aid eligibility at risk. There is an emerging need for students to take “coherent degree” packages rather than an ad-hoc assortment of courses in an “atomized” educational environment.

152

University of North Texas at Dallas


A. Advising


Yes


Yes


15

B. Orientation


Required


100

C. Success Programs


Specific monthly recruitment days are scheduled on each community college partner’s campus. In addition, sponsorship of various events targeted at streamlining the transfer process including but not limited to Phi Theta Kappa and other community college chapters of clubs and organizations.


Academic Advising is working with the Registrar’s office to specifically design a streamlined program for all transfer students that evaluates and applies transfer credits quickly and accurately to a student’s degree audit. This allows a student to see how credits are applied, no matter the degree interest, and allows the student to plan out the remaining academic career at UNT-Dallas.


Academic Advising and the Learning Commons (tutoring and supplemental instruction)


Yes

153

D. Website


http://www.untdallas.edu/undergrad/transfer-admissions


Yes


Yes


Texas Common Course


E. Financial Aid


26% - 50%



$9,269.83




6


2


Currently none; however, three

should be completed by

the end of July 2014.


5



Currently none; however, three

should be completed by

the end of July 2014.



154



3




Attempting to create an all-inclusive articulation agreement while still meeting the 120 credit maximum rule for a degree program


N/A

155

Because UNT-Dallas is a new public university that only began enrolling freshmen in 2009, there are not enough data to produce charts for time-to-degree and completion rates for native students.

The time-to-degree figure for the 2009 cohort, 9.5 years, is almost two full years above

the state average of 7.7 years. This suggests that students may be taking too many courses while they are in community colleges that are not transferring to degree programs at UNT-Dallas. The situation may be improved with UNT-Dallas’ initiative to have its Registrar’s Office design a program that quickly evaluates a student’s transfer credits and notifies the student of the results.

As a new university, UNT-Dallas has an investment in effective recruiting strategies.

Specific monthly recruiting days are scheduled at area community colleges. UNT-Dallas takes advantage of Phi Theta Kappa chapters and other organizations at the community colleges to recruit and facilitate transfer.

156

West Texas A&M University


A. Advising


Yes


Yes


4

B. Orientation


Not required


18%

C. Success Programs


We have a weekly advising presence at Amarillo College, the largest transfer CC for our university; we conduct an Amarillo College to West Texas Orientation session; and the Office of Admissions and various faculty members regularly visit comunity colleges throughout the Texas Panhandle. We have articulation agreements in place with several community colleges in the region. Our Destination WT program offers guarnatees, including scholarships, to community college transfers.


Student Success course for transfers; Transfer Student Mentor program; Transfer Services office, coordinator, and graduate assistant


Tutoring/testing services; Math Lab; Writing Center; Career Services; Student Disability Services; and Counseling Services


Yes

157

D. Website


http://www.wtamu.edu/transfer


Yes


Yes


Texas Common Course


E. Financial Aid


0 - 25%



$11,479




19


18



answered.


8



0



3


http://www.wtamu.edu/transfer

158



1. Lack of knowledge of specific West Texas degree requirements. 2. Some associate degrees are not aligned with bachelor’s degree requirements. 3. Late application to West Texas which can result in potential trouble receiving financial aid or proper course sequencing. 4. Some transfer students have an adjustment to class times and format, i.e., the expectation of more night courses, more/less online options, full schedule either at West Texas or at the Amarillo campus—not both.


Economic considerations potentially impact enrollment decisions

159

West Texas A&M University (West Texas) has increased the number of academic articulation agreements from 13 in 2012 to 16 in 2013 and to 18 in 2014. Orientation for transfer students is not required, and West Texas reported that 17 percent of transfer students attended orientation. West Texas transfer students received up to a quarter of the total undergraduate financial aid during the 2013-14 academic year. Almost three-quarters of transfer students received an average of $11,500 in financial aid for the 2013-14 academic year. When compared to last year’s report, West Texas’ time-to-degree decreased from 8.5 years to 8.0 years, and the completion rate for transfer juniors graduating in four years fell 10 percent from 72 percent in the fall 2008 cohort to 62 percent in the fall 2009 cohort.

West Texas conducts a weekly advising presence at Amarillo College, the largest

transfer community college for the university, as well as an "Amarillo College to West Texas University" orientation session. The Office of Admissions and various faculty members regularly visit comunity colleges throughout the Texas Panhandle. West Texas' "Destination West Texas" program offers guaranteed admissions, including scholarships, to community college transfers.

The following barriers to successful and efficient transfers were identified by West

Texas: lack of awareness of specific West Texas degree requirements (not all associate degrees are aligned with bachelor’s degree requirements); late applications, which can result in difficulty receiving financial aid or proper course sequencing; and transfer students that have problems adjusting to class times and formats. West Texas also reported that economic considerations potentially impact enrollment decisions.

160

Appendix A

General Appropriations Act, SB 1 (83rd Texas Legislature) Sec. 55 (III-250)

Sec. 55. Community College Transfer Student Reporting Requirement.

All General Academic Institutions shall use their respective Education and General funds appropriated in this Act to develop and submit an annual report to the Texas Higher Education Coordinating Board (THECB) that details the institution's goals to increase the number, success, and persistence of community college transfer students as measured by THECB. The report shall assess each institution's existing academic and technical Transfer Pathways, identify each institution's Barriers to Transfer, and define emerging issues. The report shall detail institution actions to serve current and future transfer students through local and regional articulation agreements with faculty collaboration, community college program enhancements, student outreach and advising, website information development, targeted financial aid, university student success programs, and degree program alignment. The THECB shall provide performance data by institution (application rates, admission rates, financial aid awarded, time-to-degree, and baccalaureate graduation rates) of transfer and native students by program completion at community colleges and universities during the preceding fiscal year. The THECB shall conduct a comparative analysis of the institutional reports and the performance data. The THECB shall submit an annual report to the Legislature that evaluates actions to increase the number, success, and persistence of community college transfer students and make recommendations to meet state goals. The report shall be delivered to the House Appropriations Committee, the Senate Finance Committee, the Legislative Budget Board and the Governor by November 1 of each year.

161

Appendix B: Transfer Survey Instrument 2014

I. Institutional Information

Please select the name of the institution from the drop menu below: Please enter the name of the person responsible for the responses included in this report.

Last Name

First Name

Title

Department

Email Address

Telephone Number

Alternate contact person

Title

Department

Email Address

Telephone Number

II. Service to Transfer Students

Program Enhancements 1 Advising 1.1 Does your institution require academic advising for new transfer students? Yes

No

1.2 Do your institution’s academic advisors receive training and/or professional development specific to transfer students? Yes

No

1.3 Please give the number of community college campuses where your institution offers academic advising to potential transfer students on an ongoing basis. 2 Orientation 2.1 Does your institution have an orientation program for transfer students? Required

Not required

Not offered

2.2 What percentage of your institution’s transfer students participated in an orientation program in 2013-14?

162

3 Success Programs 3.1 What outreach efforts, if any, has your institution conducted on the campuses of your community college partners? 3.2 Which student success programs at your institution are specifically designed for transfer students (other than orientation and advising)? 3.3 Which student success programs at your institution (open for all students) are frequently used by transfer students? 3.4 Does your institution have an administrator or a standing committee specifically responsible for transfer student success? Please give the title of the administrator or the name of the standing committee. Yes ____________________

No

4 Website 4.1 Does your institutional website have a section for information tailored to the needs of transfer students? If yes, provide the URL. Yes ____________________

No

4.2 Do you have degree program transfer guides or texts of transfer agreements available on your institution’s website? Yes

No

4.3 Does the website allow potential transfer students to compare the credits they have already earned with your institution’s specific requirements? Yes

No

4.4 When listing the courses required for your bachelor’s degrees, is your institutional website using the Texas Common Course Numbering System (TCCNS) or the TCCNS equivalents to your own course numbers? Texas Common Course Numbering System (TCCNS)

TCCNS Equivalents

5 Financial Aid

163

5.1 What percentage of total undergraduate financial aid went to transfer students during the 2013-14 academic year? 0 - 25%

26% - 50%

51% - 75%

76% - 100%

5.2 What percentage of transfer students receive financial aid? 5.3 What is the average amount awarded per transfer student?

III. Transfer Pathways

A. Academic and Workforce Articulation Agreements (a.k.a. Transfer Agreements): Articulation agreements should include course equivalencies and specific degree program applicability of courses. A.1 What is the total number of Articulation Agreements currently in effect with other public institutions of higher education? A.2 How many academic (AA, AS, AAT) articulation agreements are currently in effect? A.3 How many workforce (AAS) articulation agreements are currently in effect? A.4 What is number of public two-year institutions with which your institution has at least one transfer agreement? B Dual Admission Agreements (DAA):DAAs are formal agreements between a two-year and a four-year institution to jointly admit eligible students in order to ensure a seamless transfer. B.1 What is the number of two-year institutions with which your institution has at least one DAA? C Faculty Participation C.1 How many “vertical teaming” meetings have your institution’s faculty members had with two-year college faculty to align program and course requirements during the 2013-14 school year? C.2 How many departments have participated in vertical teaming?

IV. Barriers to Transfer

A. What barriers to successful and efficient transfers have your institution, department, or program identified? B. What are the emerging issues at your institution that you see likely to cause barriers to transfer in the future?

164

Appendix C: Texas Applicants, Acceptances, and

Enrollments, 2009-2013

Texas Applicants, Acceptances, and Enrollment Fall 2009 Information on admissions to Texas public universities has become available online through the Texas Higher Education Data web page. The data are available for each academic year, starting with summer/fall 1998 to the present. The information is available at this address: http://www.txhighereddata.org/Interactive/AppAccEnr.cfm.

Source: CBM001 and CBM00B

FTUG applicants - students who applied on CBM00B with no previous college work, seeking a bachelor’s or associate degree. Matched to CBM001 for those coded as first-time undergraduates. Transfer applicants - students who applied as transfer on CBM00B, seeking a bachelor’s or associate degree. Matched back six years to CBM001 to make sure they were FTUG at a CTC and not a university. Matched to CBM001 for same fall year as application year to see if enrolled.

FTUG APPLICANTS TRANSFER APPLICANTS

% of % of % of % of

Apply Accept Apply Enroll Accept Apply Accept Apply Enroll Accept

ANGELO STATE UNIVERSITY 3,453 2,760 79.9% 1,442 52.2% 308 259 84.1% 187 72.2%

LAMAR UNIVERSITY 3,714 3,198 86.1% 1,500 46.9% 539 467 86.6% 296 63.4%

MIDWESTERN STATE UNIVERSITY 1,754 1,437 81.9% 669 46.6% 425 393 92.5% 239 60.8%

PRAIRIE VIEW A&M UNIVERSITY 3,164 2,724 86.1% 1,481 54.4% 247 195 78.9% 114 58.5%

SAM HOUSTON STATE UNIVERSITY 7,220 4,990 69.1% 2,111 42.3% 1,602 1,514 94.5% 1,135 75.0%

STEPHEN F. AUSTIN STATE UNIV 7,774 6,531 84.0% 2,537 38.8% 796 763 95.9% 493 64.6%

SUL ROSS RIO GRANDE COLLEGE 1 1 100.0% 0 0.0% 66 66 100.0% 33 50.0%

SUL ROSS STATE UNIVERSITY 600 593 98.8% 2 0.3% 61 61 100.0% 23 37.7%

TARLETON STATE UNIVERSITY 2,629 2,150 81.8% 1,212 56.4% 605 558 92.2% 420 75.3%

TEXAS A&M INTERNATIONAL UNIV 1,960 1,945 99.2% 791 40.7% 337 330 97.9% 228 69.1%

TEXAS A&M UNIV AT GALVESTON 877 852 97.1% 450 52.8% 54 54 100.0% 42 77.8%

TEXAS A&M UNIV-CENTRAL TEXAS 31 31 100.0% 0 0.0% 192 189 98.4% 111 58.7%

TEXAS A&M UNIV-CORPUS CHRISTI 4,654 3,905 83.9% 1,285 32.9% 700 651 93.0% 386 59.3%

TEXAS A&M UNIVERSITY 20,388 13,843 67.9% 7,705 55.7% 1,696 912 53.8% 759 83.2%

TEXAS A&M UNIVERSITY-COMMERCE 2,181 1,535 70.4% 680 44.3% 826 736 89.1% 498 67.7%

TEXAS A&M UNIVERSITY-TEXARKANA 0 0 0.0% 0 0.0% 101 86 85.1% 61 70.9%

TEXAS A&M UNIV-KINGSVILLE 3,263 3,187 97.7% 1,108 34.8% 358 330 92.2% 201 60.9%

TEXAS A&M UNIV-SAN ANTONIO 1 0 0.0% 0 0.0% 262 184 70.2% 179 97.3%

TEXAS SOUTHERN UNIVERSITY 3,827 3,826 100.0% 946 24.7% 0 0 0.0% 0 0.0%

TEXAS STATE UNIV - SAN MARCOS 12,214 6,477 53.0% 3,787 58.5% 2,375 2,037 85.8% 1,661 81.5%

TEXAS TECH UNIVERSITY 10,269 9,255 90.1% 4,011 43.3% 1,674 1,602 95.7% 1,177 73.5%

TEXAS WOMAN'S UNIVERSITY 2,564 1,805 70.4% 677 37.5% 1,090 1,076 98.7% 525 48.8%

U. OF HOUSTON-CLEAR LAKE 0 0 0.0% 0 0.0% 545 539 98.9% 449 83.3%

U. OF HOUSTON-DOWNTOWN 2,297 2,290 99.7% 1,032 45.1% 929 929 100.0% 607 65.3%

U. OF HOUSTON-VICTORIA 0 0 0.0% 0 0.0% 292 275 94.2% 192 69.8%

U. OF TEXAS AT ARLINGTON 6,752 5,036 74.6% 2,479 49.2% 2,970 2,761 93.0% 1,758 63.7%

U. OF TEXAS AT AUSTIN 21,614 11,530 53.3% 6,470 56.1% 1,499 665 44.4% 519 78.0%

U. OF TEXAS AT BROWNSVILLE 3,613 3,613 100.0% 353 9.8% 201 201 100.0% 33 16.4%

U. OF TEXAS AT DALLAS 5,038 2,561 50.8% 1,254 49.0% 1,444 913 63.2% 732 80.2%

U. OF TEXAS AT EL PASO 5,391 5,371 99.6% 2,314 43.1% 1,201 1,139 94.8% 790 69.4%

U. OF TEXAS AT SAN ANTONIO 11,837 10,081 85.2% 4,488 44.5% 1,622 1,499 92.4% 986 65.8%

U. OF TEXAS AT TYLER 1,512 1,296 85.7% 550 42.4% 776 756 97.4% 497 65.7%

U. OF TEXAS-PAN AMERICAN 6,396 4,340 67.9% 2,600 59.9% 687 641 93.3% 476 74.3%

U. OF TEXAS-PERMIAN BASIN 924 788 85.3% 314 39.8% 289 263 91.0% 192 73.0%

UNIVERSITY OF HOUSTON 10,474 7,302 69.7% 3,104 42.5% 2,245 2,041 90.9% 1,337 65.5%

UNIVERSITY OF NORTH TEXAS 11,107 8,152 73.4% 3,195 39.2% 2,844 2,711 95.3% 1,869 68.9%

WEST TEXAS A&M UNIVERSITY 2,814 2,145 76.2% 1,090 50.8% 537 527 98.1% 361 68.5%

STATEWIDE 115,965 98,875 85.3% 61,586 62.3% 28,419 25,254 88.9% 18,390 72.8%

INSTITUTION

http://www.txhighereddata.org/Interactive/AppAccEnr.cfm

165

Texas Applicants, Acceptances, and Enrollment Fall 2010 Information on admissions to Texas public universities is available online through the Texas Higher Education Data web page. Institutional data are available by Academic Year, beginning with summer/fall 1998. The information is available at: http://www.txhighereddata.org/Interactive/AppAccEnr.cfm.

Source: CBM001 and CBM00B FTUG applicants - students who applied on CBM00B with no previous college work, seeking a bachelor’s or associate degree. Matched to CBM001 for those coded as first-time undergraduates. Transfer applicants - students who applied as transfer on CBM00B, seeking a bachelor’s or associate degree. Matched back six years to CBM001 to make sure they were FTUG at a CTC and not a university. Matched to CBM001 for same fall year as application year to see if enrolled.


% of % of % of % of

Institution Apply Accept Apply Enroll Accept Apply Accept Apply Enroll Accept





SAM HOUSTON STATE UNIVERSITY 8,049 5,255 65.3% 2,200 41.9% 1,029 983 95.5% 675 68.7%






TEXAS A&M UNIV AT GALVESTON 1,177 1,097 93.2% 540 49.2% 35 35 100.0% 29 82.9%



TEXAS A&M UNIVERSITY 20,822 14,610 70.2% 7,825 53.6% 732 333 45.5% 292 87.7%







TEXAS TECH UNIVERSITY 12,574 9,611 76.4% 4,411 45.9% 849 765 90.1% 560 73.2%

TEXAS WOMAN'S UNIVERSITY 3,606 3,070 85.1% 911 29.7% 917 890 97.1% 459 51.6%





U. OF TEXAS AT AUSTIN 21,478 11,709 54.5% 6,392 54.6% 769 270 35.1% 203 75.2%



U. OF TEXAS AT EL PASO 4,823 4,679 97.0% 2,445 52.3% 987 944 95.6% 695 73.6%





UNIV. OF NORTH TEXAS AT DALLAS 461 309 67.0% 0 0.0% 296 294 99.3% 186 63.3%




STATEWIDE 123,503 102,949 83.4% 65,021 63.2% 21,976 20,006 91.0% 14,257 71.3%


166

Texas Applicants, Acceptances, and Enrollment Fall 2011 Information on admissions to Texas public universities is available online through the Texas Higher Education Data web page. Institutional data are available by academic year, beginning with summer/fall 1998. The information is available at http://www.txhighereddata.org/Interactive/AppAccEnr.cfm.



% of % of % of % of









SUL ROSS STATE UNIVERSITY 1,003 976 97.3% 340 34.8% 96 92 95.8% 58 63.0%



TEXAS A&M UNIV AT GALVESTON 1,326 955 72.0% 543 56.9% 73 60 82.2% 49 81.7%











TEXAS WOMAN'S UNIVERSITY 3,720 3,511 94.4% 964 27.5% 1,130 1,125 99.6% 585 52.0%






U. OF TEXAS AT BROWNSVILLE 3,406 3,406 100.0% 1,455 42.7% 180 180 100.0% 52 28.9%



U. OF TEXAS AT SAN ANTONIO 14,041 10,934 77.9% 4,724 43.2% 1,776 1,542 86.8% 1,013 65.7%








STATEWIDE 128,095 106,450 83.1% 66,907 62.9% 29,739 26,295 88.4% 19,350 73.6%

INSTITUTION


167



% of % of % of % of




















TEXAS SOUTHERN UNIVERSITY 6,414 5,646 88.0% 1,170 20.7% 0 0 0.0% 0 0.0%

TEXAS STATE UNIVERSITY 16,055 12,540 78.1% 4,346 34.7% 2,750 2,504 91.1% 1,618 64.6%


TEXAS WOMAN'S UNIVERSITY 4,599 3,648 79.3% 1,095 30.0% 1,169 1,156 98.9% 595 51.5%


U. OF HOUSTON-DOWNTOWN 4,033 3,646 90.4% 1,405 38.5% 1,187 1,181 99.5% 819 69.3%

U. OF HOUSTON-VICTORIA 1,356 1,145 84.4% 245 21.4% 311 289 92.9% 195 67.5%




U. OF TEXAS AT DALLAS 6,077 3,319 54.6% 1,426 43.0% 1,457 1,106 75.9% 817 73.9%




U. OF TEXAS-PAN AMERICAN 9,187 5,682 61.8% 3,020 53.2% 1,004 905 90.1% 637 70.4%






STATEWIDE 136,614 112,304 82.2% 68,629 61.1% 29,766 26,599 89.4% 19,397 72.9%

INSTITUTION



168



% of % of % of % of


SUL ROSS RIO GRANDE COLLEGE* 88 88 100.0% 55 62.5%






U. OF TEXAS-PAN AMERICAN 9,732 6,735 69.2% 3,435 51.0% 1,024 913 89.2% 673 73.7%

SAM HOUSTON STATE UNIVERSITY 8,073 5,974 74.0% 2,181 36.5% 1,541 1,411 91.6% 994 70.4%

TEXAS STATE UNIVERSITY 18,766 14,091 75.1% 5,261 37.3% 2,592 2,353 90.8% 1,622 68.9%





TEXAS A&M UNIVERSITY 26,485 18,656 70.4% 9,293 49.8% 2,045 1,117 54.6% 968 86.7%




TEXAS WOMAN'S UNIVERSITY 4,846 4,040 83.4% 1,078 26.7% 1,117 1,107 99.1% 525 47.4%







U. OF TEXAS AT DALLAS 6,410 4,533 70.7% 2,082 45.9% 1,352 1,049 77.6% 795 75.8%






U. OF HOUSTON-CLEAR LAKE* 0 0 0.0% 0 0.0% 631 616 97.6% 454 73.7%

U. OF HOUSTON-DOWNTOWN 3,044 2,900 95.3% 1,106 38.1% 1,329 1,323 99.5% 804 60.8%

U. OF HOUSTON-VICTORIA† 1,736 1,405 80.9% 267 19.0% 343 317 92.4% 218 68.8%

TEXAS A&M UNIVERSITY-TEXARKANA† 312 230 73.7% 0 0.0% 87 81 93.1% 51 63.0%


TEXAS A&M UNIV-CENTRAL TEXAS* 0 0 0.0% 0 0.0% 185 178 96.2% 144 80.9%

TEXAS A&M UNIV-SAN ANTONIO* 1 1 100.0% 1 100.0% 616 562 91.2% 400 71.2%

UNIV. OF NORTH TEXAS AT DALLAS† 1,009 625 61.9% 119 19.0% 203 178 87.7% 125 70.2%

STATEWIDE 140,109 112,926 80.6% 70,505 62.4% 30,135 26,191 86.9% 19,198 73.3%



FTUG applicants - students who applied on CBM00B with no previous college work, seeking a bachelor or

associate degree. Matched to CBM001 for those coded as first-time undergraduates.

Transfer applicants - students who applied as transfer on CBM00B, seeking a bachelor or associate degree.

Matched back 6 years to CBM001 to make sure they were FTUG at a CTC and not a university. Matched to

CBM001 for same fall year as application year to see if enrolled.

INSTITUTION


169

Appendix D: Improving Transfer to Increase Student Success

Core Curriculum

Texas public higher education institutions are required by law to adopt a core curriculum of

42 semester credit hours (SCH) that are consistent with the Texas Common Course Numbering

System and with the rules issued by the Texas Higher Education Coordinating Board. The core

curriculum promotes excellence in undergraduate education and facilitates the transfer of

lower-division course credit among public colleges, universities, and health-related institutions

throughout the state. One of the most important provisions of the core curriculum is that it

allows students who successfully complete a 42-SCH core curriculum at one public institution to

transfer the entire set of completed courses to another Texas public higher education institution

without having to repeat any core courses. Students who transfer without completing the entire

42-SCH core curriculum also receive credit for each of the core courses they successfully

complete. Although the courses included in the core curriculum may vary by institution, every

Texas higher education institution’s core curriculum must include the following foundational

component areas and semester

credit hours:

Communications (6 SCH)

Mathematics (3 SCH)

Life and physical sciences (6 SCH)

State Initiatives that Create Clear

Pathways: Required by Texas Statute – It’s the Law

o Core Curriculum

o Field of Study Curriculum

o Associate of Arts in Teaching

o Reverse Transfer

Statewide Efforts – Encouraged Not Required

o Voluntary Transfer Compacts

o Career and Technical Education

Programs of Study

Texas Higher Education Coordinating Board Improving Transfer to Increase

Student Success 2014

170

Language, philosophy, and culture (3 SCH)

Creative arts (3 SCH)

American history (6 SCH)

Government/political science (6 SCH)

Social and behavioral sciences (3 SCH)

The component area option (6 SCH)

In fall 2012, 34 percent of all first-time transfer students from a public two-year college to a

public university had completed the core curriculum (11,054 of 32,531 students).

Field of Study Curriculum

In 1997, Texas passed legislation that requires the state’s public universities to accept lower-

division coursework for bachelor’s degree programs in specific academic areas. The Field of

Study Curricula (FOSC) were developed in collaboration with teaching faculty from colleges and

universities and approved by the Coordinating Board. A Coordinating Board-approved FOSC

allows a student to complete and transfer courses that satisfy lower-division requirements for a

bachelor’s degree in a specific academic area or field to Texas public higher education

institutions.

After successfully completing one of these FOSC, a student transfers the block of courses to a

public university, at which time the courses must be substituted for the institution's core

requirements in a student’s degree program or field of study, and the student receives full

academic credit toward the degree program for the block of courses transferred. If a student

transfers from one public institution of higher education to another without completing the

FOSC of the sending institution, the student will receive academic credit from the receiving

institution for each successfully completed course in the FOSC. However, the student may be

required to complete additional courses to satisfy the core requirements in the degree program.

Several FOSC were developed and approved by the Coordinating Board in the early 2000s.

FOSC are available for students pursuing degrees in the following fields:

Business

Communication

Computer science

Engineering

Engineering technology

Mexican-American studies

Music

Nursing

In fall 2012, 603 students who transferred to a university completed a FOSC and earned full

credit (2% of all transfers).

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Associate of Arts in Teaching

The Associate of Arts in Teaching (AAT) degree is a Coordinating Board-approved collegiate

degree program consisting of lower-division academic courses that transfer to baccalaureate

programs leading to an initial Texas teacher certification. There are three AAT curricula and

each include 60 SCH of coursework. The AAT curricula are designed to lead to teacher

certification in three areas: 4-8, Early Childhood (EC)-12 Special Education; 8-12, Other EC-12

Other than Special Education; and EC-6.

The three AATs are fully transferable to any Texas public university offering baccalaureate

degree programs that lead to an initial Texas teacher certification. Because the AAT fulfills the

requirements of the Field of Study Curriculum statutes and Coordinating Board rules, all Texas

public universities must accept the three AAT curricula if they offer the applicable

baccalaureate degrees leading to an initial teacher certification.

Reverse Transfer

The Reverse Transfer process was established by the Texas Legislature in 2011 to help students

who transfer from a public community college to a public university receive an associate’s

degree as they successfully complete coursework. Texas public universities are required to

identify, track, and follow up with each student who has (1) earned at least 30 SCH at a

community college and (2) completed a total of 66 SCH. Once a student meets these

requirements, the university – with the student’s permission – sends the community college the

student’s course completion transcript. The community college reviews the transcript

information and determines whether the student completed sufficient credits to qualify for an

associate degree. Reverse transfer benefits students by allowing them to complete their

associate degree if they transfer to a university prior to graduation from a community college.

Voluntary Transfer Compacts

Voluntary transfer compacts are statewide articulation agreements that are entered into by

signatory institutions of higher education in Texas. These transfer compacts streamline the

transfer process for students pursuing bachelor’s degrees in various disciplines and increase the

number and preparedness of students matriculating from Texas public community colleges into

bachelor’s degree programs at Texas public universities. The transfer compacts provide

students with guidance about the courses that offer the best pathways to bachelor’s degrees in

disciplines of interest. The transfer compacts eliminate the need for multiple one-to-one

articulation agreements between community colleges and universities.

Students who successfully complete any or all of the courses in a voluntary transfer compact

with a grade of “C” or better are able to receive credit in their selected major for those courses

when they transfer to a signatory university, provided the degree program the student has been

admitted to include the completed courses. In turn, participating institutions apply these

courses to satisfy program requirements, up to the number of SCH for a specific course in the

http://www.thecb.state.tx.us/AAR/AAT/AATCurricula-BdAdopted07-15-04.doc

172

degree program at the university. The compacts are beneficial because they ensure courses

transfer and apply toward earning a bachelor’s degree in a major course of study. (Note:

Although successfully completed courses from the Lower-Division Academic Course Guide

Manual (see page five) are required to transfer by law, universities are not required to apply the

transferred courses to major requirements for a bachelor’s degree. Voluntary transfer compacts

ensure that universities provide this benefit to students.)

Eighteen public Texas universities and 64 Texas public community colleges, districts and

technical colleges currently participate in one or more of the following compacts: engineering

(biomedical, chemical, civil, electrical, industrial, and mechanical); biology; chemistry;

mathematics; business; management information systems; and computer information systems

and sciences. Information about voluntary transfer compacts and the participating institutions

are available at http://www.thecb.state.tx.us/tuningtexas.

Career and Technical Education Programs of Study

Perkins Leadership Grants fund the development and ongoing improvement of model Career

and Technical Education (CTE) Programs of Study with input from secondary and postsecondary

academic and CTE faculty. The CTE Programs of Study help students, parents, and counselors

with college and career planning by providing students enrolled in high school or college with

information about clear and efficient pathways to obtain an associate degree. Currently, there

are more than 120 state-recognized CTE Programs of Study aligned with the 16 federally

designated career clusters. At least one CTE Program of Study has been developed for each of

the career cluster pathways.

The Texas Education Agency requires secondary school districts to offer a minimum of one

coherent sequence of CTE courses from at least three different clusters. Each state-recognized

CTE Program of Study includes rigorous secondary academic courses, provides opportunities for

students to complete industry-recognized CTE courses, and provides a pathway for students to

progress through a postsecondary education program leading to an associate degree.

Texas Common Course Numbering System

State Initiatives that Align

Curricula: Texas Common Course

Numbering System

Lower-Division Academic Course

Guide Manual (ACGM) and Learning

Outcomes Project

Texas Tuning Project

http://www.thecb.state.tx.us/tuningtexas

173

The Texas Common Course Numbering System (TCCNS) provides Texas higher education

institutions with a uniform course taxonomy designed to enhance course transfer. The TCCNS

consists of a four-character alphabetic prefix that designates the academic discipline and a four-

digit course number that designates the level, credit value, and sequence of courses. Currently,

all Texas public community and technical colleges and universities participate, as well as some

nonprofit, independent institutions of higher education. The TCCNS allows students to access

information about course equivalencies, as determined by participating institutions.

The Texas Common Course Numbering System developed as a grass-roots, cooperative, and

voluntary effort among public community colleges and universities. The Coordinating Board has

provided ongoing support for the TCCNS since the initiative began in the 1970s.

Lower-Division Academic Course Guide Manual (ACGM) and ACGM Learning

Outcomes Projects

The Lower-Division Academic Course Guide Manual (ACGM) is the official list of courses

approved for general academic course transfer that may be offered for state funding by public

community and technical colleges in Texas. The ACGM provides course descriptions and

learning outcomes, which are regularly reviewed and updated.

To improve academic transfer, Coordinating Board staff initiated the ACGM Learning Outcomes

Projects for faculty across the state to develop student learning outcomes for frequently taught

ACGM courses. Learning outcomes help ensure consistency in course content and student

learning so that students are equally prepared for upper-division coursework, no matter where

they take their lower-division academic courses.

Texas Tuning Project

Tuning is a collaborative faculty-led process designed to define what students should know,

understand, and be able to demonstrate after completing a degree program in a specific field.

Tuning focuses on the knowledge, skills, and abilities students need to achieve at different

levels along the educational pipeline prior to graduation.

To “tune” a discipline, faculty use their knowledge and expertise; academic and professional

documents; and input from students, recent graduates, and employers to establish criteria-

referenced learning outcomes and competencies by degree level and subject area. This

convergence of resources provides students with clear expectations and allows students to

efficiently plan their educational experiences to achieve those expectations. The tuning process

is designed to make higher education outcomes more transparent to all stakeholders, including

students, employers, and parents.

“Fine-tuning” is also a faculty-led process designed to identify – on the basis of the agreed-

upon program-level learning outcomes – a set of common lower-division courses that will

provide the necessary academic background for a discipline. Faculty work together to align

course learning outcomes across institutions and sectors, which provides a basis for voluntary

174

transfer and articulation agreements among institutions. Twelve disciplines have been tuned

and fine-tuned in Texas:

Engineering (six disciplines)

Biology

Chemistry

Mathematics

Business

Management information systems

Computer information systems and sciences

Tuning documents and additional information about the Texas Tuning Project are available at

http://www.thecb.state.tx.us/tuningtexas.

Other Transfer Information: Texas Data on Transfer Students and Swirling Transfer Students Texas Data on Transfer Students The number of students who enroll in a public

community, state, or technical college after high school

and then transfer to a university increases every year. In

fall 2012, more than 32,000 public community and

technical college students made the transition to a Texas

public university.

The Coordinating Board’s institutional data show that

most students who graduate with a bachelor’s degree

from a public institution of higher education in Texas

completed semester credit

hours at a community or

technical college, some

through dual credit

opportunities in high

school, some through

summer enrollment or co-

enrollment, and some as

traditional transfer students

(see “Swirling Transfer

Students”).

In 2013, more than 75

percent of public university 0.0%

10.0%

20.0%

30.0%

2009 2010 2011 2012 2013

% o

f st

ud

ents

wh

o t

ran

sfer

red

Students transfer to universities with a range of SCH completed at community colleges

43+ SCH

30-42 SCH

25-29 SCH

13-24 SCH

0-12 SCH

http://www.thecb.state.tx.us/tuningtexas

175

graduates had completed credit hours at a Texas public community college, with almost 40

percent completing 30 SCH or more. These data reflect a range of student enrollment patterns,

including traditional transfer pathways, dual credit participation prior to university enrollment,

online and summer course enrollment, co-enrollment at a college and university, and more (see

“Swirling Transfer Students”).

Almost 60 percent of students who enroll in a Texas public community college after high school

and transfer to a public university in Texas do so with 43 or more SCH completed at the

community college. Based on recent cohort data, approximately one in four students who enter

a community college transfer to a public university or health-related institution within six years.

Students in academic programs are approximately twice as likely to transfer to a university as

technical students.

Swirling Transfer Students

The term “swirling” describes an increasingly common practice among college students –

enrolling and taking courses at many institutions of higher education. Swirling students move

among higher education institutions, completing courses along the way, without following a

traditional educational pathway. Student swirling patterns include moving from a community

college to another community college, from a community college to a university, from a

university to a community college, and so on. Swirling allows students greater flexibility (e.g.,

taking courses at convenient locations or times); however, students can easily rack up

additional costs and potentially increased student loan debt because of poor course selection.

An analysis of 2013 Texas baccalaureate graduates tracked back six years showed that only 22

percent of graduates attended a single institution. For graduates who attended more than one

institution, most attended one community college (51%) and one university. An additional 2

percent attended two universities, and 25 percent attended three or more institutions. This

pattern has remained fairly constant for the last decade.

Co-enrollment, another type of swirling, is when a student is enrolled at two or more

institutions during the same semester. This pattern is uncommon compared to enrollment at

different institutions during different semesters. In Fiscal Year 2013, between 2 and 3 percent

of all students co-enrolled in a given semester, with fall co-enrollment rates around 2 percent

and spring and summer rates closer to 3 percent. Specifically, statewide co-enrollment numbers

were as follows: fall 2012, 1.9 percent; spring 2013, 2.6 percent; first summer session 2013,

2.9 percent; and second summer session 2013, 0.3 percent.

Higher education institutions face challenges related to student swirling, especially in the area

of data reporting. For example, if a student’s overall academic progress is not reported

accurately by an institution, that institution may not receive credit for a graduate, which may

affect the institution’s funding and graduation rates.

176

177

This document is available on the Texas Higher Education Coordinating Board

website: http://www.thecb.state.tx.us

For more information contact: Allen Michie, Program Director Workforce, Academic Affairs and Research Texas Higher Education Coordinating Board P.O. Box 12788 Austin, TX 78711 PHONE (512) 427-6452 FAX (512) 427-6147 [email protected]

http://www.thecb.state.tx.us/

mailto:[email protected]

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