L.M. Gangone, Ed.D., 11/16/05 1

November 16, 2005

L.M. Gangone, Ed.D., 11/16/05 2

Changing State and Institutional Transfer/Articulation Policy

Extreme MakeoverExtreme Makeover

Lynn M. Gangone, Ed.D.The George Washington University

Lynn M. Gangone, Ed.D.The George Washington University

L.M. Gangone, Ed.D., 11/16/05 3

Take-awayTake-away

PersonalPersonal PolicyPolicy ProgressProgress

You can integrate

your values and skills

with research interests

Recognition of the values,

levers, and drivers that influence

policy is vital

Extreme makeover informs

future work between

community and four-year

colleges

L.M. Gangone, Ed.D., 11/16/05 4

Four PartsFour Parts

Bias Assumptions Result Practice

My experience

affects how I look at this topic—my extreme

makeover

1. Degree completion is a priority

2. Col- laboration

is essential

Maryland policymak-ers were

innovative; they made

over transfer

/articulation policies

You too can practice and experience an extreme makeover

L.M. Gangone, Ed.D., 11/16/05 5

BiasBias

Faculty member

First-generation

college student

Fearlessgeneralist

Practitioner

Researcher

L.M. Gangone, Ed.D., 11/16/05 6

Research QuestionsResearch Questions1. History of MD’s interest in transfer and articulation?1. History of MD’s interest in transfer and articulation?

2. Community college interest in AAT?2. Community college interest in AAT?

3. Four-Year schools’ interest in AAT?3. Four-Year schools’ interest in AAT?

4. How does COMAR requirement affect autonomy?4. How does COMAR requirement affect autonomy?

5. How did MHEC manage to do it?5. How did MHEC manage to do it?

6. What influence did Dept. of Ed have?6. What influence did Dept. of Ed have?

7. How did NCLB affect development of AAT?7. How did NCLB affect development of AAT?

8. What about other educational policy in the state?8. What about other educational policy in the state?

9. How will success be measured?9. How will success be measured?

L.M. Gangone, Ed.D., 11/16/05 7

BiasBias

Faculty member

First-generation

college student

Fearlessgeneralist

Practitioner

Researcher

Synergy of Continuous Makeover

Synergy of Continuous Makeover

L.M. Gangone, Ed.D., 11/16/05 8

Part 2--AssumptionsPart 2--Assumptions

1. Moving students to degree completion is a priority1. Moving students to degree completion is a priority

2. Collaboration of two- and four-year schools is essential2. Collaboration of two- and four-year schools is essential

L.M. Gangone, Ed.D., 11/16/05 9

Three Theoretical GoalsThree Theoretical Goals

• Structural Efficiency

• Social Equity

• Human Capital

L.M. Gangone, Ed.D., 11/16/05 10

Community College StudentsCommunity College Students

Keeping America’sPromise

CCSSE CCSSE

1,157 community

colleges enroll 11.6

million students

65% of students whose families earn

< $20,000 attend

communitycolleges

50% of undergrads are now in community

colleges

48% of community

college students say they want to go to a four-year school

AACC

L.M. Gangone, Ed.D., 11/16/05 11

Community Colleges at a GlanceAmerican Association of Community Colleges 2005 Data

Community Colleges at a GlanceAmerican Association of Community Colleges 2005 Data

Public 979

Private 148

Tribal 30

Total 1,157

L.M. Gangone, Ed.D., 11/16/05 12

AACC 2005AACC 2005

11.6 million students

58% women

42% men62% full time

46% of all undergrads

38% part time

L.M. Gangone, Ed.D., 11/16/05 13

Student ProfilesStudent Profiles

47% Black 48% Asian56%

Hispanic57%

Native American

L.M. Gangone, Ed.D., 11/16/05 14

Community College AidCommunity College Aid

AnyFederal Grants

StateFederal Loans

Pell/

Stafford

Financial Aid

38% 17% 10% 7%35%/

10%

L.M. Gangone, Ed.D., 11/16/05 15

Community CollegeRevenue Sources

Community CollegeRevenue Sources

State Funds

Tuition and Fees

Local Funds

Federal Funds

Other

Publics 44% 20% 20% 5% 11%

L.M. Gangone, Ed.D., 11/16/05 16

Community College Degrees and Certificates

Community College Degrees and Certificates

Associates Degrees

Certificates

490,000 235,000

L.M. Gangone, Ed.D., 11/16/05 17

Part 3—State Makeover ArtistsPart 3—State Makeover Artists

The associate transfer degree makes sense only if it comes with ironclad assurances that it

has value within the context of the general education core curriculum at four-year

institutions and meets the requirements of the first two years of baccalaureate study.

DiCroce, 2005, p. B23

L.M. Gangone, Ed.D., 11/16/05 18

Maryland’s MakeoverMaryland’s Makeover

More studentsMore students

Acute teacher shortageAcute teacher shortage

Fewer teacher ed grads Fewer teacher ed grads

Community college baccalaureatesCommunity college baccalaureates

State and federal policy pressuresState and federal policy pressures

L.M. Gangone, Ed.D., 11/16/05 19

Maryland’s MakeoverMaryland’s Makeover

Right place, right time to be noticedRight place, right time to be noticed

but had potentialbut had potential

to some, looked awfulto some, looked awful

needed improvementneeded improvement

and was willing to changeand was willing to change

L.M. Gangone, Ed.D., 11/16/05 20

Right Place and Time to Be NoticedRight Place and Time to Be Noticed

Intersegmental Advisory CtteIntersegmental Advisory Ctte

Transfer contact at each public Transfer contact at each public

STAC created in 1990STAC created in 1990

Regular meetingsRegular meetings

ARTSYS—electronic data infoARTSYS—electronic data info

Gen ed program requirementsGen ed program requirements

L.M. Gangone, Ed.D., 11/16/05 21

To some, looked awful, but had potential

To some, looked awful, but had potential

Four-years resisted “interference”Four-years resisted “interference”

No urgency, no senior leaders No urgency, no senior leaders

Lack of communicationLack of communication

Limited resourcesLimited resources

Reconceptualization difficultReconceptualization difficult

Four-years wanted “control”Four-years wanted “control”

L.M. Gangone, Ed.D., 11/16/05 22

Needed improvementNeeded improvement

Teacher ed candidates dropped Teacher ed candidates dropped

Legislators got nervousLegislators got nervous

Many schemes didn’t helpMany schemes didn’t help

Community colleges pushedCommunity colleges pushed

Four-year schools stayed putFour-year schools stayed put

L.M. Gangone, Ed.D., 11/16/05 23

Willing to changeWilling to change

Teacher ed articulation ctte formed Teacher ed articulation ctte formed

AAT transfers without further reviewAAT transfers without further review

Change in COMAR proposedChange in COMAR proposed

By 2002, 8 community colleges offer AATBy 2002, 8 community colleges offer AAT

L.M. Gangone, Ed.D., 11/16/05 24

Part 4--PracticePart 4--Practice

1. What would be a sound process to develop the secondary AAT?

2. What process could produce a win-win?

3. Does the fact that policy push is from the outside make it more likely that the secondary AAT will succeed?

4. How prepared are the stakeholders for these policy deliberations?

5. What kinds of data would you collect?

6. What insights apply to your work as a student with policy interests?

7. What is your assessment of Maryland’s approach to seamless transfer?

L.M. Gangone, Ed.D., 11/16/05 25

An innovative program and a national model . . .

An innovative program and a national model . . .

Agreed-upon outcomes for five AAT degree programs– Chemistry– Mathematics– Physics– Spanish– Secondary education

Have become models disseminated around the country

L.M. Gangone, Ed.D., 11/16/05 26

What does the future hold?The next study . . .

What does the future hold?The next study . . .

Current policies and practices in MarylandCurrent policies and practices in Maryland

Methods to reduce wasted credits during transfersMethods to reduce wasted credits during transfers

Ways to maximize transferred creditWays to maximize transferred credit

Transferability of credits from private career schoolsTransferability of credits from private career schools

Effectiveness of simultaneous enrollmentsEffectiveness of simultaneous enrollments

System of statewide coursesSystem of statewide courses

L.M. Gangone, Ed.D., 11/16/05 27

ConclusionConclusion

From resistance

to cooperation

UrgencyStakeholder buy-in

Private institutions involved

Community college quality

Remainingbarriers

L.M. Gangone, Ed.D., 11/16/05 28

Practitioners effect change and live to think about it.

Practitioners effect change and live to think about it.

L.M. Gangone, Ed.D., 11/16/05 29

Changing State and Institutional Transfer/Articulation Policy

Extreme MakeoverExtreme Makeover

Lynn M. Gangone, Ed.D.The George Washington University

lgangone@gwu.edu202-994-0839

Lynn M. Gangone, Ed.D.The George Washington University

lgangone@gwu.edu202-994-0839