Transfer Issues and Effective Practices PDF Download

Author: Andreea Serban
Publisher:
ISBN:
Category :
Languages : en
Pages : 46

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Book Description
Transfer has been a central mission in American community colleges since their inception. Understanding the success of the transfer mission as it relates to student academic preparation; institutional and organizational structures, strategies and practices; intersegmental programs; and state policies has been a continuing quest over the several past decades. This document presents the findings of an extensive review of literature on transfer issues and practices spanning over 100 references. The main purpose for this project is to identify practices that enhance the successful transfer of students from community colleges to four-year institutions. Included in this summary are highlights of the most salient findings of the literature review. They are grouped under several major categories: (1) Community college programs and strategies that affect transfer; (2) Intersegmental strategies and policies for transfer and the role of the state; and (3) Transfer outcomes by student characteristics and behaviors. Appended are: (1) Articulation and Transfer Resources; and (2) California Articulation and Transfer Statewide Partnerships/Initiatives. [For related reports, see the following: (1) "A Qualitative Study of Two-To-Four-Year Transfer Practices in California Community Colleges: An Analysis of Seven Case Studies Featuring Colleges with Consistently Higher-than-Expected Transfer Rates, Fall 2008" (ED521877); (2) "Transfer Velocity Project: Key Findings on Student Transfer in California Community Colleges" (ED521885); (3) "Transfer Practices at De Anza College: Case Study #1 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521886); (4) "Transfer Practices at Irvine Valley College: Case Study #2 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521884); (5) "Transfer Practices at Los Angeles Southwest College: Case Study #3 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521889); (6) "Transfer Practices at Porterville College: Case Study #4 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521880); (7) "Transfer Practices at Reedley College: Case Study #5 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521878); (8) "Transfer Practices at San Diego City College: Case Study #6 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521876); and (9) "Transfer Practices at Skyline College: Case Study #7 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521879).].

Author: Carol Kozeracki
Publisher:
ISBN:
Category :
Languages : en
Pages : 20

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Book Description
In Spring 2007, the State Chancellor's Office of the California Community Colleges awarded the Transfer Leadership Center (TLC) study to investigate two-to-four year transfer practices and strategies. As part of the study's qualitative component, research teams from the Center for Student Success of the Research & Planning Group of the California Community Colleges conducted site visits to seven community colleges with higher-than-expected transfer rates. The site visits included extensive interviews and focus groups conducted with students, college counselors, faculty, administrators, classified staff, representatives from special programs, and high school counselors. This paper presents findings from site visits to San Diego City College. Appended are: (1) San Diego City College Study Participants; (2) Documents Reviewed for San Diego City College Case Study Analysis; (3) San Diego City College Descriptors; (4) San Diego City College Transfer Indicators; (5) San Diego City College's Transfer Investments; and (6) San Diego City College's Agreements with Four-Year Colleges and Representative Visits. (Contains 1 footnote.) [For related reports, see the following: (1) "Transfer Issues and Effective Practices: A Review of the Literature" (ED521887); (2) "A Qualitative Study of Two-To-Four-Year Transfer Practices in California Community Colleges: An Analysis of Seven Case Studies Featuring Colleges with Consistently Higher-than-Expected Transfer Rates, Fall 2008" (ED521877); (3) "Transfer Velocity Project: Key Findings on Student Transfer in California Community Colleges" (ED521885); (4) "Transfer Practices at De Anza College: Case Study #1 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521886); (5) "Transfer Practices at Irvine Valley College: Case Study #2 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521884); (6) "Transfer Practices at Los Angeles Southwest College: Case Study #3 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521889); (7) "Transfer Practices at Porterville College: Case Study #4 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521880); (8) "Transfer Practices at Reedley College: Case Study #5 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521878); and (9) "Transfer Practices at Skyline College: Case Study #7 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521879).].

Author: Pamela Mery
Publisher:
ISBN:
Category :
Languages : en
Pages : 50

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Book Description
Which factors promote transfer from community colleges to four-year colleges and universities? What can individuals learn about transfer from tracking cohorts of students? What can they learn from studying colleges that have a strong track record of transferring students? These questions are at the center of a study funded in 2007 by the California Community College State Chancellor's Office, based on a competitive grant competition and grant written by Dr. Andreea Serban, Superintendent/President, Santa Barbara City College. The study has been implemented by the System Office of the California Community Colleges (CCC), the Center for Student Success (CSS) of the Research and Planning Group of the CCC, and California Partnership for Achieving Student Success (Cal-PASS). The study--called the Transfer Leadership Center (TLC)--is directed by Dr. Andreea Serban and administered by the Santa Barbara City College. The study is guided by an Advisory Committee whose members include leading experts on transfer. This report summarizes and considers findings generated by the first phase of the TLC's qualitative study component--case studies of seven community colleges with consistently high transfer rates. This report introduces charts that identify actions and activities that the seven colleges are implementing to promote each transfer factor. These actions and activities--which explain what the colleges are doing--are then associated with specific practices that illustrate how the colleges are doing it. The report includes a section with suggestions for how colleges can use this report. Appended are: (1) Methodology; (2) Interview Protocol Template; (3) Documentation Template; (4) Transfer Rates for Selected Colleges; and (5) Sample Support Programs from Skyline College. (Contains 5 footnotes.) [For related reports, see the following: (1) "Transfer Issues and Effective Practices: A Review of the Literature" (ED521887); (2) "Transfer Velocity Project: Key Findings on Student Transfer in California Community Colleges" (ED521885); (3) "Transfer Practices at De Anza College: Case Study #1 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521886); (4) "Transfer Practices at Irvine Valley College: Case Study #2 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521884); (5) "Transfer Practices at Los Angeles Southwest College: Case Study #3 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521889); (6) "Transfer Practices at Porterville College: Case Study #4 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521880); (7) "Transfer Practices at Reedley College: Case Study #5 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521878); (8) "Transfer Practices at San Diego City College: Case Study #6 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521876); and (9) "Transfer Practices at Skyline College: Case Study #7 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521879).] [Contributors to this report were Denice Inciong, Rob Johnstone, Carol Kozeracki, Lucinda Over, Craig Hayward, and Andreea Serban.].

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309131979
Category : Education
Languages : en
Pages : 386

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Book Description
First released in the Spring of 1999, How People Learn has been expanded to show how the theories and insights from the original book can translate into actions and practice, now making a real connection between classroom activities and learning behavior. This edition includes far-reaching suggestions for research that could increase the impact that classroom teaching has on actual learning. Like the original edition, this book offers exciting new research about the mind and the brain that provides answers to a number of compelling questions. When do infants begin to learn? How do experts learn and how is this different from non-experts? What can teachers and schools do-with curricula, classroom settings, and teaching methodsâ€"to help children learn most effectively? New evidence from many branches of science has significantly added to our understanding of what it means to know, from the neural processes that occur during learning to the influence of culture on what people see and absorb. How People Learn examines these findings and their implications for what we teach, how we teach it, and how we assess what our children learn. The book uses exemplary teaching to illustrate how approaches based on what we now know result in in-depth learning. This new knowledge calls into question concepts and practices firmly entrenched in our current education system. Topics include: How learning actually changes the physical structure of the brain. How existing knowledge affects what people notice and how they learn. What the thought processes of experts tell us about how to teach. The amazing learning potential of infants. The relationship of classroom learning and everyday settings of community and workplace. Learning needs and opportunities for teachers. A realistic look at the role of technology in education.

Author: Denice Inciong
Publisher:
ISBN:
Category :
Languages : en
Pages : 20

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Book Description
In Spring 2007, the State Chancellor's Office of the California Community Colleges awarded the Transfer Leadership Center (TLC) study to investigate two-to-four year transfer practices and strategies. As part of the study's qualitative component, research teams from the Center for Student Success of the Research & Planning Group of the California Community Colleges conducted site visits to seven community colleges with higher-than-expected transfer rates. The site visits included extensive interviews and focus groups conducted with students, college counselors, faculty, administrators, classified staff, representatives from special programs, and high school counselors. This report presents findings from site visits to Los Angeles Southwest College (LASC). Appended are: (1) Los Angeles Southwest College Study Participants; (2) Documents Reviewed for Los Angeles Southwest College Case Study Analysis; (3) Los Angeles Southwest College Descriptors; (4) Los Angeles Southwest College Transfer Indicators; and (5) Los Angeles Southwest College's Agreements with Four-Year Colleges and Representative Visits. [For related reports, see the following: (1) "Transfer Issues and Effective Practices: A Review of the Literature" (ED521887); (2) "A Qualitative Study of Two-To-Four-Year Transfer Practices in California Community Colleges: An Analysis of Seven Case Studies Featuring Colleges with Consistently Higher-than-Expected Transfer Rates, Fall 2008" (ED521877); (3) "Transfer Velocity Project: Key Findings on Student Transfer in California Community Colleges" (ED521885); (4) "Transfer Practices at De Anza College: Case Study #1 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521886); (5) "Transfer Practices at Irvine Valley College: Case Study #2 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521884); (6) "Transfer Practices at Porterville College: Case Study #4 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521880); (7) "Transfer Practices at Reedley College: Case Study #5 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521878); (8) "Transfer Practices at San Diego City College: Case Study #6 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521876); and (9) "Transfer Practices at Skyline College: Case Study #7 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521879).].

Author: National Research Council
Publisher: National Academies Press
ISBN: 0309256496
Category : Education
Languages : en
Pages : 203

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Book Description
Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.

Author: Research and Planning Group for California Community Colleges (RP Group)
Publisher:
ISBN:
Category :
Languages : en
Pages : 8

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Which factors promote student transfer from California Community Colleges (CCC) to baccalaureate-granting institutions? How do community college practices support this transition? Which student behaviors and characteristics particularly facilitate their movement to four-year colleges and universities? The Research and Planning Group for California Community Colleges (RP Group) investigated these questions through the Transfer Velocity Project (TVP)--the most comprehensive study of community college transfer implemented to date. Because CCCs serve as the primary point of access to postsecondary education understanding and improving the community college transfer function is increasingly a priority for higher education policy-makers, advocates, researchers and practitioners alike, particularly in light of and demographic forecasts of a debilitating shortage of baccalaureate-trained workers in California. This research brief (1) introduces the project's primary components, (2) highlights key findings on institutional factors and student behaviors and characteristics facilitating transfer and (3) informs possible strategies and approaches for improving this transition for California Community College students. (Contains 1 footnote.) [For related reports, see the following: (1) "Transfer Issues and Effective Practices: A Review of the Literature" (ED521887); (2) "A Qualitative Study of Two-To-Four-Year Transfer Practices in California Community Colleges: An Analysis of Seven Case Studies Featuring Colleges with Consistently Higher-than-Expected Transfer Rates, Fall 2008" (ED521877); (3) "Transfer Practices at De Anza College: Case Study #1 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521886); (4) "Transfer Practices at Irvine Valley College: Case Study #2 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521884); (5) "Transfer Practices at Los Angeles Southwest College: Case Study #3 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521889); (6) "Transfer Practices at Porterville College: Case Study #4 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521880); (7) "Transfer Practices at Reedley College: Case Study #5 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521878); (8) "Transfer Practices at San Diego City College: Case Study #6 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521876); and (9) "Transfer Practices at Skyline College: Case Study #7 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521879).].

Author: Pamela Mery
Publisher:
ISBN:
Category :
Languages : en
Pages : 22

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Book Description
In Spring 2007, the State Chancellor's Office of the California Community Colleges awarded the Transfer Leadership Center (TLC) study to investigate two-to-four year transfer practices and strategies. As part of the study's qualitative component, research teams from the Center for Student Success of the Research & Planning Group of the California Community Colleges conducted site visits to seven community colleges with higher-than-expected transfer rates. The site visits included extensive interviews and focus groups conducted with students, college counselors, faculty, administrators, classified staff, representatives from special programs, and high school counselors. This paper presents findings from site visits to De Anza College. Appended are: (1) De Anza Study Participants; (2) Documents Reviewed for De Anza Case Study Analysis; (3) De Anza College Descriptors; (4) De Anza College Transfer Indicators; and (5) De Anza's Agreements with Four-Year Colleges and Representative Visits. (Contains 1 footnote.) [For related reports, see the following: (1) "Transfer Issues and Effective Practices: A Review of the Literature" (ED521887); (2) "A Qualitative Study of Two-To-Four-Year Transfer Practices in California Community Colleges: An Analysis of Seven Case Studies Featuring Colleges with Consistently Higher-than-Expected Transfer Rates, Fall 2008" (ED521877); (3) "Transfer Velocity Project: Key Findings on Student Transfer in California Community Colleges" (ED521885); (4) "Transfer Practices at Irvine Valley College: Case Study #2 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521884); (5) "Transfer Practices at Los Angeles Southwest College: Case Study #3 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521889); (6) "Transfer Practices at Porterville College: Case Study #4 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521880); (7) "Transfer Practices at Reedley College: Case Study #5 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521878); (8) "Transfer Practices at San Diego City College: Case Study #6 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521876); and (9) "Transfer Practices at Skyline College: Case Study #7 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521879).].

Author: Pamela Mery
Publisher:
ISBN:
Category :
Languages : en
Pages : 20

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Book Description
In Spring 2007, the State Chancellor's Office of the California Community Colleges awarded the Transfer Leadership Center (TLC) study to investigate two-to-four year transfer practices and strategies. As part of the study's qualitative component, research teams from the Center for Student Success of the Research & Planning Group of the California Community Colleges conducted site visits to seven community colleges with higher-than-expected transfer rates. The site visits included extensive interviews and focus groups conducted with students, college counselors, faculty, administrators, classified staff, representatives from special programs, and high school counselors. This report presents findings from site visits to Porterville College. Appended are: (1) Porterville College Study Participants; (2) Documents Reviewed for Porterville College Case Study Analysis; (3) Porterville College Descriptors; (4) Porterville College Transfer Indicators; and (5) Porterville College's Agreements with Four-Year Colleges and Representative Visits. (Contains 1 footnote.) [For related reports, see the following: (1) "Transfer Issues and Effective Practices: A Review of the Literature" (ED521887); (2) "A Qualitative Study of Two-To-Four-Year Transfer Practices in California Community Colleges: An Analysis of Seven Case Studies Featuring Colleges with Consistently Higher-than-Expected Transfer Rates, Fall 2008" (ED521877); (3) "Transfer Velocity Project: Key Findings on Student Transfer in California Community Colleges" (ED521885); (4) "Transfer Practices at De Anza College: Case Study #1 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521886); (5) "Transfer Practices at Irvine Valley College: Case Study #2 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521884); (6) "Transfer Practices at Los Angeles Southwest College: Case Study #3 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521889); (7) "Transfer Practices at Reedley College: Case Study #5 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521878); (8) "Transfer Practices at San Diego City College: Case Study #6 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521876); and (9) "Transfer Practices at Skyline College: Case Study #7 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521879).].

Author: Lucinda Over
Publisher:
ISBN:
Category :
Languages : en
Pages : 21

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Book Description
In Spring 2007, the State Chancellor's Office of the California Community Colleges awarded the Transfer Leadership Center (TLC) study to investigate two-to-four year transfer practices and strategies. As part of the study's qualitative component, research teams from the Center for Student Success of the Research & Planning Group of the California Community Colleges conducted site visits to seven community colleges with higher-than-expected transfer rates. The site visits included extensive interviews and focus groups conducted with students, college counselors, faculty, administrators, classified staff, representatives from special programs, and high school counselors. It should be emphasized that the research focused exclusively on what each of the seven colleges are doing to support and increase two-to-four year transfer. This report presents findings from site visits to Irvine Valley College. Appended are: (1) Irvine Valley College Study Participants; (2) Documents Reviewed for Irvine Valley College Case Study Analysis; (3) Irvine Valley College Descriptors; (4) Irvine Valley College Transfer Indicators; (5) Transfer Investments; and (6) Irvine Valley College's Agreements with Four-Year Colleges and Representative Visits. (Contains 3 figures.) [For related reports, see the following: (1) "Transfer Issues and Effective Practices: A Review of the Literature" (ED521887); (2) "A Qualitative Study of Two-To-Four-Year Transfer Practices in California Community Colleges: An Analysis of Seven Case Studies Featuring Colleges with Consistently Higher-than-Expected Transfer Rates, Fall 2008" (ED521877); (3) "Transfer Velocity Project: Key Findings on Student Transfer in California Community Colleges" (ED521885); (4) "Transfer Practices at De Anza College: Case Study #1 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521886); (5) "Transfer Practices at Los Angeles Southwest College: Case Study #3 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521889); (6) "Transfer Practices at Porterville College: Case Study #4 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521880); (7) "Transfer Practices at Reedley College: Case Study #5 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521878); (8) "Transfer Practices at San Diego City College: Case Study #6 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521876); and (9) "Transfer Practices at Skyline College: Case Study #7 of 7 Featuring Colleges with Consistently Higher than Expected Transfer Rates, Fall 2008" (ED521879).].