Bruce Clemetsen
Dean of Student Services
LBCC
Jackie Balzer
Dean of Students
OSU

• Total applications: 8300+
• Total admits: 7300+
• Total enrolled @ LBCC: 4600+
• Admit yield: 88.6%
• Enrolled @ LBCC yield: over 60%
• DPP Applications as % of total:
OSU 5% LBCC 25+%

30%
25.20%
25%
20%
15%
24.50%
13.80% 15.21%
16.68%
19.01%
23.44%
20.41%
10%
8.13%
5%
3.53%
0%
1998 1999 2000 2001 2002 2003 2004 2005 2006 2007

80
70
60
50
40
30
20
10
0
1998 1999 2000
Asian
2001
Black
2002 2003
Native American
2004 2005
Latino/Latina
2006 2007

• Business
• Engineering
• Undecided
• Liberal Arts
• Education
• Health and Human Sciences

LBCC Data
• DPP students average 14-16 credits per year at LBCC
• Full time student headcount: 30+% to 50% of total credit headcount
• The number of DPP students taking at least one class at LBCC is doubling every 4 years
• More students are taking non-credit courses

• 1200+ program graduates from OSU
• LBCC awarding more AS degrees

First four years of DPP
• Three-Year Transfer/Grad. Rate (LBCC)
– DPP: 19% Non- DPP: 9%
• OSU Graduates
– Among DPP Grads, 57% were older than 25
– Non- DPP Grads: 3.07
CGPA, with avg. of 108 OSU credits
– DPP Grads: 3.15
CGPA with avg. of 89 OSU credits
– 72% of cohort were transfer admits

Approx. Tuition & Fees Paid by DPP v. OSU Native for Bachelor's
$25,000
$20,748
$19,169
$20,000
$15,000
$14,274
$10,500
$14,778
$15,948
$17,331
$14,571
$13,353
$12,153
$10,998
$15,855
$10,000
$5,000
$0
Class of
2002
Class of
2003
Class of
2004
Class of
2005
Class of
2006
Class of
2007

http://oregonstate.edu/admin/aa/ir/degreepartnership.html

Blending and Swirling: The Student Experience
1. Identifying as DPP student
2. Gaining (re-gaining) momentum at the CC
3. Testing out the University
4. Moving thoughtfully between two institutions
5. Settling into the University

Community
College
Degree Partner
University

1. DPP Student Transition and Adjustment Highlights
– Students utilize academic opportunities and services at the CC to prepare for the university environment
– Student enrollment patterns between the two school allow student to transition slowly to the university
– Students utilize opportunities at the university to integrate socially
– Students invest social and academic energy at both schools
– Students do not report abrupt transitions, feelings of alienation, and school separation anxiety
– Students do not report decreased academic performance at the university

2. Degree Partnership Students Voice Similar Needs
– Lack of self-confidence and positive self-perceptions regarding readiness for university experience
– Desire to gain or re-gain confidence, competency, and momentum for their university experience
– Desire to utilize the diverse, small, and supportive environment of CC
– Concerned about affordability of college
– A clear path, identity and connection to OSU

3. Degree Partnership Students Utilized Two
Educational Settings
– DPP Students have positive experiences in CC Classes
– DPP Students describe CC faculty as preparing them for university environment
– DPP Students utilize community education classes and centers throughout their student experience
– DPP Students have a positive view of CC and it’s role within community and society
– DPP Students value university identity and comprehensive services

4. Students Experience Some Administrative and Social
Difficulties
– Difficultly with financial aid and scholarships
– No centralized services or information for DPP students
– Not easy to meet other DPP students and mentors
– Transportation between schools can be challenging
– Not all University faculty, advisors and students know about
DPP
• Must explain degree partnership to university personnel

1. DPP is Changing the Transition and Adjustment Student
Experience
– Early integration into the university, even before attending classes
– Transition to university is spread out over time and at a slower pace
– Social transition can be separated from the academic transition
– The number of academic and social integration opportunities are increased and diverse
– Articulation difficulty reduced
– More information about DPP students is needed

2. DPP is Improving Access to Higher Education for
Students Who…
– Lack confidence for the university experience
– Lack financial resources
– Seek a supportive and diverse learning environment before entering the university
– Need an alternative to departure from the university
– Need a clearer path to the university
– Want to state their University identity and intention from the beginning

3. DPP Provides an Opportunity to Utilize the
Strengths of the CC
– CC environment built social and academic confidence in DDP students
– CC small classes and CC faculty were valued by DPP students
– Cohorts formed at the CC support DPP students at the university

Students who began in public 2-year institutions who had co-enrolled had higher rates of bachelor’s degree attainments and persistence at 4-year institutions than their counterparts who did not co-enroll.
” (pg. 19)
Peter, K. and Carroll, C. D. (2005). “The road less traveled? Students who enroll in multiple institutions.” National Center for Education Statistics, U.S.
Department of Education. NCES 2005-157.

• What data/story surprised you?
• From your perspective, what information tells you how the program is working?
• What questions are still unanswered?
• What are the three most important questions to be answered?