Partnering for Student Success: The Bridge to Clemson

Partnering for Student Success
The Bridge to Clemson University Program
Sue Whorton
Clemson University
National Institute for the Study of Transfer Students
January 23-25, 2008
What will this workshop cover?
 Description
 Bridge
to Clemson Program
 Clemson
Univ./TCTC partnership
 Flaga’s
(2002) model of transfer
 Bridge
Program student success
and transition strategies
 Advising
 Orientation
What will you leave with today?
 Understanding
 Bridge
Program structure and goals
 Clemson/TCTC
 Flaga’s
transfer transition model
 Programmatic
initiatives for successful
transition and transfer
 At
least one “take away” idea
What is the Bridge Program?
Collaborative first-year academic and
residential life program between
Clemson University and Tri-County
Technical College (TCTC)
Complete first-year courses at TCTC
Seamless transfer to Clemson for
sophomore year
What are the Bridge requirements?
Apply for Clemson freshman admission
Complete 30 credits with 2.5 GPA
Live in Bridge Program housing
What factors led to creation of Bridge?
High demand for Clemson degree
Increase access to Clemson
Affordable option
Opportunity for increased
collaboration with local technical
What are the Bridge goals?
Increase access to Clemson for qualified
Deliver high quality first-year experience
Provide opportunity to complete all
required first-year courses
Prepare students for successful
transition to Clemson
Connect students to Clemson
Bridge Model
Expansion &
Assessment &
Access to Clemson University
Internal and External Collaboration
Student Success Programs
It takes a village….
Clemson University
 Academic Affairs
Academic Advising
Academic Success
Student Affairs
New Student
Parking Services
Tri County Technical College
 Academic Affairs
Arts and Sciences
Academic Advising
Business Affairs
Student Affairs
Office of Collaboration
 Admissions
 Registrar
 Financial Aid
How is Flaga’s (2002) model used?
Tools utilized by students to gain information and learn
about the campus environment and academic system
Concerned with development of relationships with others
in the academic, social and physical environments
Develops as students internalize information they
gathered and begin to feel more comfortable with their
new environment
Occurs when students adjust their behaviors and
surroundings as necessary to be successful within the
academic, social and physical environment
Change that results from student’s processing their
academic, social and physical experiences and
What assessment tools have been used?
Student Survey
Parent Survey
Review of electronic communications
Review of Bridge Program Documents
Review of grade data
Focus Group
What did students tell us?
Reasons for Selecting Bridge
 Provided
opportunity to attend Clemson
 Opportunity
to use Clemson services
 To
attend a SC university
 To
be near friends enrolled at Clemson
 Lower
first year costs
 Clemson
 Liked
is a family tradition
the connection to Clemson
What did students tell us?
 Instruction
 Housing Facility
 Orientation
 Access to Clemson advising staff
 Orientation
 Academic
 Sense of Connection to Clemson
How have we used the results?
 Earlier
placement testing
 Addressed registration issues
 Offered two sessions
 Created
advising manual
 Created course equivalency list
 Created Bridge-specific worksheets
 Monthly visits by Clemson advisors
How have we used the results?
Academic Support
 Increased
SI and tutoring services
 Creation
of ePortal
 Parent newsletter
Summer Start
 Encouraged
students needing
prerequisite courses to enroll in
summer session
How have we used the results?
Connecting to Clemson
 Access
to football tickets
 Increased communication about
Clemson events
 Instituted monthly all-Bridge meetings
 Invites to Clemson events
What will be the success indicators?
Percentage of students who have
completed required first-year courses for
their intended major will increase
Percentage of students who successfully
complete Bridge Program requirements
will meet or exceed projections
Percentage of Bridge students enrolling
at Clemson for sophomore year will
meet or exceed projections
What will be the success indicators?
Levels of academic and social integration
will be higher for Bridge students than
non-Bridge transfers
Level of student satisfaction with Bridge
Program services will be at “satisfied” or
Comparison Groups: Clemson FTF and TCTC
University Transfer (non-Bridge) students
What are our future plans?
Administer student and parent surveys in
spring 2008
Survey CU Bridge and transfer
sophomores and conduct focus groups in
spring 2008
Review of persistence and graduation data
Develop long-range enrollment plan for
growing Bridge Program
For More Information
Sue Whorton
Director, Bridge to Clemson and Transfer
Academic Programs
[email protected]
Related flashcards

Particle physics

48 cards

Quantum field theory

40 cards

Elementary particles

12 cards

Create Flashcards