GROWING OUR OWN
Effective Transitions to the Bachelor’s Degree in Maryland
2005 ANNUAL REPORT ON IMPROVEMENTS TO
TRANSFER AND ACCESS IN MARYLAND
University System of Maryland (USM)
Maryland Association of Community Colleges (MACC)
Joint Leadership Council
Committee on Access and Transfer
March 9, 2006
UNIVERSITY SYSTEM OF MARYLAND (USM)
MARYLAND ASSOCIATION OF COMMUNITY COLLEGES (MACC)
JOINT LEADERSHIP COUNCIL
COMMITTEE ON ACCESS AND TRANSFER
MEMBERSHIP
Robert Caret, President, Towson University
Elaine Ryan, President, College of Southern Maryland
Co-Chairs
Barbara Ash, Research Director, Maryland Association of Community Colleges
Jim Ball, Vice President of Academic and Student Affairs and Dean of Faculty,
Carroll Community College
Barry Evans, Enrollment Management Outreach Specialist, Towson University
Mary Gartner, Assistant Provost, Frostburg State University
Donna Hamilton, Associate Provost for Academic Affairs and Dean for Undergraduate
Studies, University of Maryland College Park
Teri Hollander, Associate Vice Chancellor, University System of Maryland
Seth Kamen, Director of Community College Relations, University of Baltimore
Lonnie McNew, Senior Associate Vice President, Towson University
Ben Passmore, Director of Policy Research and Analysis,
University System of Maryland
Kathleen Rottier, Director, Outcomes Assessment and Research,
College of Southern Maryland
Bill Spann, Associate Vice President, Office of Institutional Research and Planning,
University System of Maryland
Elizabeth Zoltan, Vice President for Learning/Provost, Frederick Community College
2
Introduction
The University System of Maryland (USM) and the Maryland Association of
Community Colleges (MACC) have joined together to provide opportunities for the citizens
of Maryland to complete the bachelor’s degree. The USM/MACC Joint Leadership Council
charged a committee with enhancing access, affordability and seamless transitions among
member colleges and universities. The Access and Transfer Committee was established and
charged with offering recommendations to the Joint Leadership Council. The committee is
comprised of chief executive officers, chief academic officers, researchers, transfer directors,
and others who represent the interests of both systems and are concerned about the ability of
students to access higher education and to move with relative ease between the segments of
higher education. The committee reviewed the literature, identified best practices from other
states and examined research findings in an effort to determine a clear direction for making
lasting improvements. Because of the attention focused on access and transfer, significant
change has occurred in Maryland over the last year. The following report summarizes the
accomplishments in developing common expectations; increasing access through higher
education centers, alternative delivery methods, need-based scholarships and transfer
scholarships; using technology to enhance the transfer function; and, applying best practices
in transfer. The report also provides a summary of the next steps needed to continue to
enhance access and transfer, data that represents the current status of transfer among
community colleges and USM institutions, and examples of best practice applications at
member institutions. Most importantly, the percentage of community college students
transferring from community colleges to Maryland public four-year institutions has been
increasing over the past few years and stands at nearly 24%, a five year high. It is the
expectation of the Transfer and Access Committee that, by working closely together in the
best interest of students, those rates will continue to increase.
Developing Common Expectations:



A statement of commitment to access and transfer was drafted and approved by
both segments and shared with other interested parties (see Appendix A).
The roles played by various groups (including organizations and institutions)
were identified and those groups were charged to take specific steps to improve
transfer and access in Maryland (see Appendix B for a list of groups involved).
USM and MACC have agreed to fund the support structure that will coordinate
meetings of faculty members and others from selected disciplines to identify
common expectations for general education courses and shared outcomes for
curricula across institutions and, when appropriate, to negotiate statewide
3
articulation agreements that ease the transition of students through the system of
higher education (see Appendix C).
Increasing Access through Higher Education Centers:



The Maryland Higher Education Commission has worked with representatives of the
regional higher education centers to develop standards for the designation of state
recognized higher education centers and has developed a proposal to regularize state
funding for those designated centers.
The state provided operating funds to three centers that had not previously received
state funding.
The Anne Arundel Higher Education Center received state recognition by the
Maryland Higher Education Commission, bringing the number of state recognized
regional higher education centers in Maryland to eight.
Increasing Access through Alternative Delivery Methods:
 MarylandOnline (MOL) is in its 6th year of collaboration in providing distance
learning opportunities for students in Maryland and around the globe. MOL boasts
20 member colleges--15 of Maryland's 16 community colleges, as well as 5 senior
institutions. Students can access information regarding online learning options
through the MarylandOnline web portal and some member colleges collaborate to
conduct seat sharing in online courses.
 MOL institutions provided 165,429 online credit enrollments at member institutions in
FY05, a 17% increase over FY04.
 In FY 05 MOL institutions provided 1,964 undergraduate courses, 305 graduate
courses, 76 degree programs, 93 credit certificate programs, and 120 non-credit
certificate programs.
 Twelve MOL members shared online classes (625 credits were earned in FY05 by
students enrolled in courses hosted by colleges other than their home institution).
 MOL is in its third year of a FIPSE funded project entitled “Quality Matters (QM)” to
conduct peer review of online courses. Ninety six courses from 14 Maryland
institutions have been reviewed by certified peer reviewers using the award winning
“QM” competency-based rubric. MOL has trained 270 faculty members from 70
institutions in Maryland and 14 other states to be peer reviewers.
Increasing Access through Need-Based Scholarships and Transfer Scholarships:
4







During FY 2005, need-based financial aid to community college students increased
$1.5 million (34%), and the number of recipients has expanded by 1,936, (25%); while
need-based aid for public four-year institutions increased $4.8 million (15%) for 544
more students (4%).
The Educational Assistance Grant (EAG) Community College Access Initiative, which
increases the percent of need for which funding is provided from 35% to 45% this
year (and eventually to 60%), is anticipated to increase by 114% from FY 2005 to FY
2006, providing an additional 3,720 students with financial assistance.
The allocation for the Campus-Based Educational Assistance Grant is anticipated to
increase 50% from $2 million to $3 million in FY 2006, expanding access for an
estimated 300 community college students.
Part-time grants are estimated to provide an additional 2,200 community colleges
students with education funding in FY 2006.
The Distinguished Scholar Community College Transfer Scholarship was established
by the General Assembly in 2005. The program was implemented this academic year
with funds from cancelled Distinguished Scholar awards. This new scholarship fund
will provide 50 students with $3,000 during the first year, and funding is requested to
provide 100 students scholarships in 2006-2007.
The Maryland Community College Financial Aid Directors published the first Transfer
Scholarship Guide with support from USAFunds.
USM and its constituent institutions have significantly increased the scholarship
funding designated for transfer students from Maryland community colleges. See
appendix D.
Data Sharing for Improved Decision Making:


The major USM initiative to improve data sharing has been the USM data warehouse
encompassing a wide range of enrollment, transfer, faculty and degree data. A series of
reports have been developed through this committee which directly address articulation
issues. These reports will also provide a basis for benchmarking and follow-up on the
progress toward goals of meeting the demand for higher education in Maryland, and
because of diminished resources in recent years, the difficulty USM institutions have
faced in meeting the needs of this growing population.
Although rates of those admitted and enrolling have dropped somewhat since 2001, the
overall number of students transferring to USM institutions from Maryland Community
Colleges has increased by 25% in the same period (see Table 1 below). This increase
reflects the growth of the overall demand for higher education in the state and, because of
diminished resources, the difficulty of the USM institutions to meet that growth in recent
years.
5
Table 1
Application Actions - Fall 2001 and Fall 2004 Maryland Community College Transfer
W. UMUC
W/O UMUC
Fall 2004
Fall 2001*
Fall 2004
Fall 2001*
N
%
N
%
N
%
N
%
Applied
10,769
7,808
8,903
6,575
Admitted
Rejected**
No Action**
8,659
1,564
546
80.4%
14.5%
5.1%
6,381
635
792
81.7%
8.1%
10.1%
6,793
1,564
546
76.3%
17.6%
6.1%
5,148
635
792
78.3%
9.7%
12.0%
Rejected & No Action
2,110
19.6%
1,427
18.3%
2,110
23.7%
1,427
21.7%
Admitted & Enrolled
5,844
67.5%
4,658
73.0%
4,490
66.1%
3,719
72.2%
* As reported in "Echoes from the Boom”
** Some variation in the "Rejected" and "No Action" results may be due to changes in the data collection
standards. For this reason a combined percentage is provided.


The Joint USM/MACC Capacity Workgroup reviewed the performance of the demand
model of Maryland higher education for 2004 versus 2002 data (originally reported in
the “Echoes from the Boom” report). The demand model projects the number of
Maryland residents who want to matriculate at public higher education institutions
(largely due to growth in college-going high school graduates) and forecasts a 31%
increase in demand for Maryland higher education for the current decade. Findings
of the review include:
o
the 2004 high school graduating class was larger than anticipated,
o
the college-going rate of Maryland public high school graduates was 45.4%
versus the 45% projected, and
o
the actual fall 2004 semester headcount attending Maryland public higher
education institutions was 433 higher than projected; however, the actual
distribution between the two-year and four-year institutions differed from
model projections.
Opening Fall 2005 enrollment in Maryland public higher education declined 1,464
students, down 0.7% from Fall 2004. The number of full time students
(predominantly recent high school graduates) increased 1.2%; but part time
attendance dropped by 7%. The Joint Workgroup has been asked by the Joint
6


USM/MACC Leadership Council to breakout projections of full time versus part time
enrollment.
Factors such as increased educational expenses (community colleges’ tuition and fees
rose 4% while public four-year institutions’
rose 5% Fall 2005 versus 2004) and
changing economic conditions are not incorporated in the demand model but clearly
influence enrollment trends.
Community college student transfer and performance data continues to be enhanced.
Table 2 shows the flow of community college transfer students to USM institutions.
(Additional data on community college transfers is available in Appendix E.)
Table 2
USM Enrollment Institution of Maryland CC Transfer Students
Fall 2004
Institution
Allegany College
Anne Arundel Community College
BSU
CSU
1
20
Baltimore City Community College
3
FSU
SU
TU
94
3
4
19
83
122
50
40
130
149
16
164
20
19
3
62
12
8
24
13
72
Carroll Community College
17
Cecil Community College
UB
UMB
UMBC
3
UMCP
UMES
UMUC
Total
6
119
2
204
822
4
28
326
9
145
8
1
4
11
13
1
8
4
3
45
1
10
35
5
3
3
3
13
5
10
89
24
35
43
6
4
25
71
2
196
426
4
11
272
55
3
162
66
3
96
718
Frederick Community College
18
7
48
6
25
48
33
185
Garrett Community College
29
1
1
Chesapeake College
College of Southern Maryland
Community College of Baltimore
County
1
20
46
2
33
Hagerstown Community College
1
29
27
14
1
3
9
14
Harford Community College
1
11
26
133
35
7
31
30
7
19
77
30
18
97
84
66
170
Howard Community College
Montgomery College
Prince Georges Community College
Wor-Wic Community College
TOTAL


8
25
2
16
31
105
8
133
9
3
7
20
14
2
1
123
4
210
137
419
939
285
379
1
19
118
24
298
2
59
401
540
22
406
1,391
36
91
8
257
578
2
2
5
7
4
150
183
743
1,139
56
1,354
5,844
The Maryland Association of Community Colleges has joined the National Student
Clearinghouse which tracks transfer students who did not stay in Maryland.
An increase in the number of visits to web pages on ARTSYS (the on-line articulation
system) has made evident the need for improved accountability for data in ARTSYS.
Improvements include allowing some community college advisors limited access into
ARTSYS maintenance, as well as requiring periodic information updates that ensure
7


articulation and advising information in ARTSYS accurately reflects information in
campus catalogs.
Transfer and Access Committee has defined measures of success in preparation for
establishing benchmarks (see Appendix F).
The Office of Institutional Research and Planning at the University of Maryland
College Park (UMCP) maintains a secure, interactive website that provides student
transfer data about undergraduate applications, junior course, performance, retention
and graduation rates, and registered majors (headcount breakdowns). By navigating
point-and-click links and drop-down menus, summary data can be viewed by term,
year, transfer types, and UM academic colleges. Secure access is granted through a
customized login provided by UMCP. This unique login grants access to the user’s
community college as well as all aggregate contextual data. The website also provides
data definitions and help documentation to assist the user.
Using Technology to Enhance the Transfer Function:





A concerted effort to increase the number of community colleges’ electronic
transcripts capability has resulted in fourteen of sixteen community colleges having
the capability to receive electronic transcripts. Six are capable of sending them to
other institutions.
Transport Maryland is a website created specifically for transfer students, their families
and administrators in Maryland. The site will provide one-stop shopping for transfer
students who need articulation information, tuition information and other resources
to allow for a smooth transition. Transport Maryland is expected to be available in
early 2006.
On-line registration is making it possible for transfer students to register with native
students at a number of Maryland colleges.
ARTSYS, the online articulation and transfer credit resource for Maryland public and
other participating institutions, continues to provide a valuable service to students
and transfer coordinators. Continuous updating of this database allows students and
advisors to use the system with confidence. Recent updates to ARTSYS include
adding date association to now reflect the date(s) in which course implementation and
evaluations were made.
Two-year and four-year campuses have increased the usage of virtual transfer centers.
These online centers pre-package information of greatest use to transfer students at
the host college (e.g., transfer scholarships, special admissions requirements for
competitive transfer programs, career information and answers to frequently asked
questions).
8
Applying Best Practices in Transfer:






The Access and Transfer Committee developed a pilot model that pairs a USM
institution and two or three community colleges to work closely together in an effort
to make meaningful and lasting improvements to transfer and to serve as models for
all USM and MACC institutions. Three partnerships were established in the ’05
academic year. Appendix G provides examples of pilot project activities
Appendix H provides examples of USM and MACC institution transfer best practices.
The Associate of Arts in Teaching (AAT) degrees recognize the content mastery of
recipients (who have a 2.75 GPA and have passed the Praxis I) and thus transfer in
total without further review to Maryland four-year institutions. The number of AAT
programs expanded dramatically in 2005, with 27 programs approved versus 7 new
programs approved annually from 2002 to 2004. The AAT programs have encouraged
the growth of teacher education transfer degrees, which were up 10% in 2005 to 346
awarded.
The Bachelor of Technical and Professional Studies is a baccalaureate degree offered
in Maryland designed for students who begin their studies by seeking the Associate of
Applied Science, whose curriculum provides both a solid foundation in general
education and a technical field.
Each year, transfer admissions and advising professionals meet for Transfer
Professional Day. This event, typically hosted by a different campus each year,
provides opportunities for networking and professional development between twoyear and four-year counterparts.
Community college transfer coordinators are in the process of forming a statewide
affinity group to explore common needs and share best practices.
9
Next Steps







Establish appropriate benchmarks for transfer and access for Maryland
Continue to develop data sets, ensure their availability and develop predictive
models.
Encourage all Maryland public colleges to provide automatically updated electronic
transcripts and ensure that ARTSYS is regularly updated.
Offer a statewide conference to share information on best practices in transfer.
Ensure that the discipline articulation groups are functioning and that progress is
being made. Develop criteria for selecting disciplines for review (including number of
enrollees, student performance, workforce needs, etc.).
Ensure that the groups that have a role in improving transfer and access understand
their roles and are making progress.
Encourage the state of Maryland to develop and disseminate useful data regarding
current and future workforce needs, including education requirements.
10
APPENDICES
Appendix A
Statement of Commitment
Appendix B
List of Groups Having a Role in Improving Transfer and Access in
Maryland
Appendix C
Description of Discipline Articulation Groups
Appendix D
Scholarship Funding for Transfer Students from Community
Colleges
Appendix E
Data on Community College Transfers to USM Institutions
Appendix F
Measures of Success for Transfer and Access
Appendix G
Description and Examples of Pilot Project Activities
Appendix H
Examples of USM and MACC Institutional Best Practices
11
APPENDIX A
UNIVERSITY SYSTEM OF MARYLAND
MARYLAND ASSOCIATION OF COMMUNITY COLLEGES
STATEMENT OF COMMITMENT
TO TRANSFER AND ACCESS TO THE BACHELOR DEGREE:
ENHANCING MARYLAND’S EDUCATION CAPITAL
In an economy that is increasingly complex, fast-changing, and global, education has become the new currency,
securing better futures for individuals and continued progress for our nation. . . . Almost half of all
undergraduates who attend college—including the majority of first-generation and minority students—attend
one of the Nation’s community colleges. Of that number, close to half declare attaining a bachelor degree as
their goal, yet only an estimated quarter of those students manage to achieve transfer to bachelor level
programs. . . . Clearly, it is in the best interest of individuals and our society to minimize existing barriers and
maximize postsecondary access. (from Improving Access to the Baccalaureate, American Association of
Community Colleges and American Association of State Colleges and Universities, 2004.)
A well educated populace serves the interests of the State of Maryland in numerous ways, for example:
• Well educated citizens participate more effectively in the democratic process
• A well educated workforce is the primary factor in business location decisions
• Well educated people are more likely to be employed and to earn higher salaries, pay higher taxes and
contribute more to their communities
• Well educated people are far less likely to be incarcerated, to depend on public assistance, to be drug
dependent, or to exhibit other costly anti-social behaviors.
Research shows that all citizens in communities with a high proportion of bachelor degree holders experience
an enhanced quality of life.
Maryland enjoys a relatively highly educated population with 31.4% of those 25 years and older holding the
bachelor’s or a higher degree, compared to 25.6% nationwide. Geographic access to bachelor degree programs,
however, is uneven across the state as is the proportion of county population holding the degree (a high of 54.6
in Montgomery County to a low of 12% in Dorchester County). The policies and processes of student transfer
among Maryland colleges must be as effective and efficient as they can be. The issues of higher education
affordability and capacity are growing concerns as demonstrated by the USM/MACC Capacity Study.
And, employment opportunities for those without higher education are in rapid decline. Against this
background, the University System of Maryland and the Maryland Association of Community Colleges agree
that access to bachelor degrees and transfer among institutions are of paramount importance and commit to
making significant strides in achieving the goal of making Maryland a model for the nation in bachelor degree
12
attainment. In order for Maryland to continue its high standard of living and competitive advantage in
business attraction, as well as to reap the social benefits associated with a highly educated populace, reflecting
the rich diversity of the state, it is imperative that the state and the colleges and universities it funds place a
high priority on ensuring high quality higher education and an increased level of bachelor degree attainment.
This goal can be achieved only by ensuring accessibility, affordability, and seamless transitions among colleges
and universities through systems that
maximize every student’s opportunity for success. Despite the complexities inherent in this goal, enhancements
that do not embrace all of these elements will have limited success and will not serve the interests of all of
Maryland’s citizens.
It must be recognized that colleges and universities share with parents, students and the state the responsibility
for attaining the goals of high quality education, access, affordability and seamless transitions. The colleges and
universities will adhere to the following principles in carrying out their efforts to make Maryland a model for
the nation in enhancing bachelor degree attainment:







Where a demonstrated community need exists, bachelor degrees will be made available in underserved
areas of the state and to underserved populations.
The transfer function, as a core component for addressing access needs, will be prominent in the
literature and planning documents of each college and university.
Transfer students will be treated equitably in relation to native students.
Policies regarding transfer will be data driven and grounded in research and best practice.
Maryland residents will continue to be given priority over transfer students from other states.
Statewide public accountability measures will be used to guide improvements and will allow
recognition of those colleges and universities that are achieving excellence.
Appropriate resources must be applied to transfer and access if Maryland is to have an effective system
of higher education.
In order to effectuate these principles, the following activities will be undertaken:









The bachelor degree program needs of various regions of the state will be documented and a plan
developed to meet those needs.
Processes and program delivery will be made more efficient by applying and sharing appropriate
technologies (e.g., electronic transcripts, expansion of ARTSYS, on-line course delivery, etc.).
Public higher education institutions will include a statement regarding the importance of the transfer
function in their literature and will continue to give priority to Maryland transfer students in admission
policies.
Dual admission and dual enrollment programs and articulated 2 + 2 models between two- and fouryear colleges will be encouraged.
Encouragement and support will be provided for faculties from all colleges and universities who teach
in common disciplines to routinely come together for the purpose of sharing curriculum information
and improving transfer student success.
More flexible and alternative models of articulated bachelor degree programs that reflect the strengths
of participating institutions will be encouraged.
Effective practices in meeting the specific student services needs of transfer students will be broadly
shared.
Whenever feasible, articulation agreements that are competency based will be established for the state
as a whole.
Data regarding student transfer performance by academic program will be broadly shared.
13







Jointly developed standards for data collection and reporting will be established and followed.
Community college students will be encouraged to complete the associate’s degree prior to transfer and
those students intending to transfer will have a written plan by the end of their freshman year.
Where appropriate, scholarship availability for transfer students will have equity with that of native
students.
Academic programs will have equitable admission requirements for Maryland transfer and for native
students.
An efficient and effective appeals process for transfer decisions will be maintained and readily
accessible.
Effective mechanisms for communicating progress to the general public will be created.
The work of the Transfer and Access Committee will be coordinated with that of the Solutions SubCommittee of the Capacity Committee to ensure that opportunities to gain efficiencies are exploited
and that necessary resources are identified and obtained.
Developed by Transfer and Access Sub-Committee Elaine Ryan and Robert Caret, Co-chairs
Approved by USM-MACC Joint Leadership Council 11/04
14
APPENDIX B
LIST OF GROUPS HAVING A KEY ROLE IN IMPROVING TRANSFER AND ACCESS
IN MARYLAND
University System of Maryland/Maryland Association of Community Colleges Joint
Leadership Council
Committee on Transfer and Access of the Joint Leadership Council
Best Practice in Transfer Pilot Project Colleges
Committee on Capacity Issues of the Joint Leadership Council
Solutions and Promotions Sub-Committees
Maryland Higher Education Commission
Maryland Council of Community College Chief Executive Officers
USM Office of Articulation
University System of Maryland Presidents
Inter-segmental Transfer Counselors
Inter-segmental Chief Academic Officers
15
APPENDIX C
DISCIPLINE ARTICULATION GROUPS
A proposed collaborative activity of the USM/MACC Access and Transfer Committee
of the Joint Leadership Council
and the Intersegmental Chief Academic Officers
to promote smooth transfer of college students in Maryland
1. CHARGE
To bring community college and four-year college faculty together to discuss commonalities
and disjunctions that promote or inhibit smooth transfer of students in the disciplines.
 Identify and compare student learning outcomes expected in general education
courses in the discipline based on the parameters recommended by faculty area
groups and previously approved by the ICAO’s.
 Evaluate majors based on professional standards for programs in the discipline.
 Study student performance in the discipline and discuss gaps and overlaps that
interfere with smooth transitions for transfer students.
 Where appropriate, develop recommendations for a statewide articulation agreement
in the discipline or share existing model agreements for adaptation by other
institutions.
2. MEMBERSHIP
Invite the CAO’s of all Maryland colleges to nominate members. Provide for the widest
participation but do not let scheduling difficulties interfere with the group’s progress.
3. ICAO LIAISONS
Two ICAO members should volunteer to meet with each group (one from a four-year college
and one from a two-year college). The CAO’s can assist in clarifying the charges and will
report back to the ICAO’s on the progress and recommendations of the group.
4. COSTS AND ADMINISTRATIVE SUPPORT
 USM and MACC have each contributed funds to support this effort. All independent
institutions, St. Mary’s College, and Morgan State University are encouraged to
participate by contributing a per institution charge. Alternately, for independent
institutions, MICUA could contribute an amount equivalent to that offered by USM
and MACC.
 Hire a half-time graduate assistant to work under the supervision of the USM Office of
Articulation. Roles would include requesting faculty nominations from CAO’s,
scheduling meetings, arranging refreshments, serving as secretary at meetings,
preparing minutes to be shared with all discipline group members, and maintaining
communication with group members and the ICAO liaisons.
16
5. DISCIPLINES
 First year: biology, business, and psychology.
 Develop criteria for selecting new disciplines annually to include such factors as the
number
of students enrolled, workforce needs, and student performance concerns.
6. TIMETABLE



Hire a graduate assistant as soon as possible for the spring 2006 semester.
Plan the first meeting of each group to take place no later than April 2006.
Groups should be charged to report back to the ICAO’s no later than February
2007.
17
APPENDIX D
18
19
20
21
22
23
24
25
APPENDIX E
E-1
Transfer Rate to Maryland Public Institutions from Maryland Community Colleges
All First Time Full Time Students
1995
Cohort
1996
Cohort
1997
Cohort
1998
Cohort
1999
Cohort
2000
Cohort
Average 19952000
Allegany
14.1%
12.5%
14.6%
9.0%
12.9%
12.5%
12.6%
Anne Arundel
30.8%
28.4%
29.4%
26.7%
30.2%
31.2%
29.5%
Baltimore City
11.1%
11.9%
11.7%
11.8%
8.7%
9.2%
10.7%
Baltimore County
23.5%
22.7%
23.4%
21.7%
20.1%
25.5%
22.8%
Carroll
23.3%
26.0%
30.8%
26.9%
28.6%
26.9%
27.1%
Cecil
16.1%
14.7%
14.5%
12.6%
16.4%
17.9%
15.4%
Chesapeake
23.7%
21.8%
31.3%
28.9%
25.6%
25.6%
26.2%
College of S. Md
35.8%
29.6%
33.5%
31.1%
36.8%
31.3%
33.0%
Frederick
21.6%
20.8%
19.7%
19.7%
25.0%
25.8%
22.1%
Garrett
12.0%
12.4%
11.7%
15.0%
17.1%
15.1%
13.9%
Hagerstown
14.9%
19.4%
13.1%
21.5%
14.1%
19.1%
17.0%
Harford
24.3%
29.9%
25.1%
23.4%
28.2%
31.0%
27.0%
Howard
32.9%
28.2%
31.7%
31.1%
35.7%
33.6%
32.2%
Montgomery
27.5%
27.3%
25.5%
24.7%
25.4%
25.5%
26.0%
Prince George’s
22.6%
25.0%
23.4%
22.8%
19.6%
21.9%
22.6%
Wor-Wic
27.9%
27.5%
27.2%
28.7%
26.5%
30.8%
28.1%
All CC's
22.6%
22.4%
22.9%
22.0%
23.1%
23.8%
22.8%
Source: MHEC Retention, Graduation and Transfer Rates at Maryland Community Colleges
26
APPENDIX E (cont.)
E-2
Number Transferring to Maryland Public Institutions from Maryland Community Colleges
All First Time Full Time Students
1995 Cohort
1996 Cohort
1997 Cohort
1998 Cohort
1999 Cohort
2000 Cohort
Cohort
Size
N of
Transfers
Cohort
Size
N of
Transfers
Cohort
Size
N of
Transfers
Cohort
Size
N of
Transfers
Cohort
Size
N of
Transfers
Cohort
Size
N of
Transfers
480
68
430
54
451
66
434
39
405
52
407
51
1,268
391
1,270
361
1,362
400
1,407
376
1,432
432
1,466
457
541
60
704
84
721
84
805
95
669
58
621
57
1,907
448
1,729
392
1,735
406
1,756
381
2,614
525
2,107
537
292
68
261
68
243
75
309
83
283
81
357
96
Cecil
131
21
163
24
138
20
151
19
177
29
173
31
Chesapeake
211
50
229
50
198
62
211
61
226
58
250
64
College of
S. Md
Frederick
574
205
646
191
592
198
623
194
549
202
747
234
495
107
500
104
506
100
543
107
632
158
631
163
Garrett
167
20
153
19
171
20
160
24
176
30
146
22
Hagerstown
456
68
546
106
594
78
376
81
361
51
388
74
Harford
519
126
505
151
549
138
608
142
649
183
718
223
Howard
428
141
391
110
521
165
480
149
535
191
702
236
Montgomery
2,355
648
2,265
618
2,447
624
2,597
641
2,525
641
2,269
579
Prince
George’s
Wor-Wic
1,092
247
987
247
1,045
245
1,069
244
1,024
201
1,021
224
122
34
120
33
147
40
195
56
204
54
247
76
All CC's
11,038
2,702
10,899
2,612
11,420
2,721
11,724
2,692
12,461
2,946
12,250
3,124
Allegany
Anne
Arundel
Baltimore
City
Baltimore
County
Carroll
Source: MHEC Retention, Graduation and Transfer Rates at Maryland Community Colleges
27
APPENDIX E (cont.)
E-3
Share of Transfers from Maryland Community Colleges at USM Institutions
Fall 2004
BSU
Allegany
College
Anne Arundel
CC
Baltimore City
CC
Carroll CC
Cecil CC
Chesapeake
CC
CSM
CCBC
Frederick CC
Garrett CC
Hagerstown CC
Harford CC
Howard CC
Montgomery C
Prince Georges
CC
Wor-Wic CC
CSU
2.2%
FSU
SU
TU
UB
UMB
70.1%
2.2%
7.6%
0.5%
1.6%
UMBC
UMCP
UMES
UMUC
TOTAL
11.4%
0.5%
3.8%
100%
8.5%
1.2%
2.5%
9.1%
15.6%
4.3%
5.2%
14.1%
21.4%
0.3%
17.9%
100%
2.4%
3.2%
25.4%
0.2%
9.6%
5.8%
1.5%
0.0%
20.9%
6.3%
43.4%
31.4%
37.4%
4.8%
2.3%
10.8%
5.6%
2.3%
6.3%
15.9%
12.8%
2.9%
13.5%
15.1%
0.7%
2.3%
6.0%
4.0%
5.8%
100%
100%
100%
10.2%
6.1%
1.1%
8.8%
80.0%
23.2%
5.3%
2.8%
2.3%
33.0%
9.0%
2.7%
7.5%
4.4%
16.9%
8.7%
5.1%
2.8%
4.2%
9.3%
34.8%
23.5%
2.2%
13.5%
40.8%
19.0%
8.3%
1.9%
1.7%
5.6%
0.3%
2.8%
1.6%
0.6%
4.4%
6.5%
32.1%
9.4%
13.5%
2.4%
4.2%
5.4%
6.6%
18.1%
20.9%
15.3%
29.6%
6.7%
21.3%
13.1%
23.9%
38.6%
7.4%
0.8%
0.5%
0.3%
0.5%
10.7%
5.6%
0.7%
6.0%
4.7%
20.6%
11.3%
6.7%
8.2%
9.9%
20.6%
10.8%
0.5%
0.9%
1.5%
12.6%
6.5%
10.5%
20.3%
100%
100%
100%
100%
100%
100%
100%
100%
100%
0.9%
1.6%
73.2%
2.9%
5.4%
1.1%
0.4%
0.8%
4.4%
0.8%
15.0%
5.4%
1.3%
6.7%
24.4%
2.5%
100%
100%
1.2%
7.4%
13.4%
2.1%
0.6%
2.3%
0.2%
7.2%
0.3%
5.3%
7.6%
1.0%
0.8%
1.0%
0.4%
46.7%
4.2%
1.7%
0.4%
Bold indicates a main “feeder” college for an institution.
Source: MHEC Application Information System
28
APPENDIX F
Articulation – IR Joint Data Group
Proposed Indicators for Transfer Student Success
Group Membership: Michelle Appel (UMCP), Barbara Ash (MACC), Susan Cloninger (UMUC),
Lonnie McNew (Towson), Carol Menzel (Wor-Wic), Ben Passmore (USM), Kathleen Rottier (College
of Southern MD), Bill Spann (UMCP), Melaku Woube (Anne Arundel)
The group developed indicators around three areas: Access, Articulation, and Student Success. The
group aimed for measures that provided the information needed to understand these issues,
regardless of current availability. Therefore, some data are not currently available (as indicated in the
tables that follow), but will require collaborative data collection and reporting efforts. Sample tables
follow each set of indicators.
Access Indicators
Indicator
Admit, Reject and No
Action Rates
Admit Rate for
Multiple Applications
Timing of Application
Transfer Rate to
Maryland Public
Institutions
Transfer Rate to
Description
Continued reporting of data
developed for “Echoes”
paper. Inclusion of “No
Action” more accurately
portrays transfer access.
Continued reporting of data
from “Echoes” – examines
whether students who apply
to more than one institution
are admitted to at least one
institution.
Percentage of applications
submitted prior to key dates
(e.g., financial aid deadline,
orientation, first day of
classes)
Percentage of transfer
student cohorts who transfer
to Maryland Public
Institutions, reported for all
students and minorities
Percentage of transfer
29
Data
Lead Contact
Availability
USM
2004
submission
USM
2004
submission
USM
?
MACC/
MCCRG
Currently
Available for
All CCs
Privates and Out of
State
CC Preparation of
Transfer Students
student cohorts who transfer
to private institutions or to
institutions outside of
Maryland, reported for all
students and minorities
AA degree attainment,
cumulative credits and GPA
of transfer students reflected
in transfer rates (both to
Maryland publics and to
those from Clearinghouse)
MACC/
MCCRG
Currently
available for
some CCs
MACC/
MCCRG
?
Sample Access Tables
Admit, Reject, No Action Rate – see Echoes
Multiple Applications – see Echoes
Timing of Application (Similar table with CCs across top)
BSU
Total Applications
Received prior to
Financial Aid Deadline
Received prior to
Beginning of Orientation
Received prior to August
Received two weeks prior
to semester start
CSC
FSU
#
#
%
#
%
#
%
#
%
30
SU
TU
…
APPENDIX F (cont’d)
Transfer Rate to Maryland Publics (Duplicate tables for privates, out of state, minority)
Allegany
Anne Arundel
BCCC
…
1996 Cohort
%
(GPA, Cred,
% w/ AA)
%
(GPA, Cred
% w/ AA)
%
(GPA, Cred
% w/ AA)
%
(GPA, Cred
% w/ AA)
1997 Cohort
1998 Cohort
1999 Cohort
2000 Cohort
Articulation Indicators
Indicator
Credits Lost in
Transfer
Orientation
Participation
Description
Average number of credits lost in
transfer (preferably in a grid by CC
and USM institution). Should include
difference in credits successfully
completed at CC vs. accepted at USM
as well as accepted vs. applicable at
USM in first semester. May require
use of a sample of transcripts to be
analyzed.
Percentage of newly enrolled students
participating in orientation – reported
for both native and MD CC transfers,
by timing/month of orientation.
31
Data
Lead Contact
Availability
USM
6 months –
1 year
USM
All new
students are
required to
attend
orientation.
APPENDIX G
Description of Pilot Project and Examples of Pilot Project Activities
Pilot Project Description
The Transfer and Access Committee has paired up a USM institution and two or three
community colleges to work closely together in a two-year pilot program that will make
meaningful and lasting improvements and will serve as models for all USM and MACC
institutions.
The intended outcomes of this pilot project are:
 Improve student satisfaction with the community college to four-year college
transfer process;
 Increase the success of transfer students;
 Increase the number of students who transfer to USM institutions after
completing the associate’s degree;
 Decrease time to degree completion; and,
 Accelerate progress on closing the achievement between minority students and
their majority counterparts.
Examples of Pilot Project Activities
University of Maryland, College Park Partners: Montgomery College, Prince George’s
Community College,
and College of Southern Maryland
 All schools are adopting electronic transcripts. MC is providing to UM
automatic updates on transcripts when final semester grades have been posted.
 UM has established a website for transfer students with an FAQ list codeveloped with the partner schools (www.transferfaqs.umd.edu). New UM
Admission website will include a web-linked list of available majors
(http://www.uga.umd.edu/admissions/academics/majors.asp).
 UM has established a web site for information on limited enrollment programs
(www.lep.umd.edu).
 Transfer counselors from community colleges attended a UM transfer orientation
session, to learn about UM for their students and in follow-up sessions offered
suggestions about how UM could improve the orientation.
 UM has increased the number of transfer academic excellence scholarships.
 UM worked with community colleges to design a fall open house for
academically talented transfer students (currently only exists for prospective
new freshmen).
32


Working with partner schools, UM has developed and made available a data
project to share information with partner schools on admission, enrollment,
success in individual courses, and graduation rates of their students at UM.
UM is developing dual admission programs with the partners. Two programs
are in place with the third expected in early FY06.
Towson University Partners: Frederick Community College, Baltimore City
Community College, Community Colleges of Baltimore County

Towson University invited students from four partner community colleges, who
will transfer in fall 2006 with junior standing, to register for fall classes in April,
along with continuing Towson students who will have junior standing in the fall.
Towson faculty will advise these early registrants and Towson staff will provide
instructions for on-line registration for classes. In addition to providing earlier
access to required courses, the university hopes to foster early interaction
between transfer students and their Towson academic departments. The
university expects 400 students to take advantage of this opportunity.
33
APPENDIX H
EXAMPLES OF MARYLAND COMMUNITY COLLEGE AND UNIVERSITY OF
MARYLAND SYSTEM COLLEGE BEST PRACTICES IN TRANSFER
Anne Arundel Community College
The advising office has developed a document that is used when creating articulation
agreements with the AAS degrees. Part of the document includes a course template
that clearly describes classes taken at AACC, how they transfer to the participating
institutions, as well as classes needed for the baccalaureate degree.
Carroll Community College
Carroll Community College recently reorganized to create a dedicated position
handling transfer articulation and practices (this does not include advising or transfer
advising, those are done by advisors and faculty). Among other associated duties, the
Director of Transfer Articulation is responsible for developing transfer articulation
agreements, working with transfer liaisons at the universities, working with academic
departments to establish new transfer patterns and create liaisons with discipline
counterparts at universities, training academic advisors and faculty to advise students
on transfer issues, arranging for site visits to campus in association with the Academic
Communities initiative, conducting internal research on transfer practices, surveying
students regarding their transfer experience and feeding that information back to the
college and to individual academic departments, publishing a Student Transfer
Handbook, preparing and mailing a Transfer Newsletter, conducing on campus transfer
fairs and workshops, and researching best practices nationally.
College of Southern Maryland
The College of Southern Maryland (CSM) and the University of Maryland University
College (UMUC) jointly administer and offer classes at a degree granting center.
Advisors at the center from both institutions have been crossed trained on the program
and course offerings of each school and can advise student on the requirements they
need to successfully complete a 2+2 bachelors degree.
Community College of Baltimore County
CCBC has been conducting regional transfer and articulation meetings to ensure
communications between CCBC and USM institutions. At these meetings, nationally
renowned scholars are invited to present the most up-to-date research and best
practices. Moreover, students who transferred from CCBC to USM institutions are
invited to serve on the panels so that both transferring and receiving institutions can
learn from their first-hand experiences.
34
APPENDIX H (cont.)
Coppin State University
Coppin State University’s dual admission program, Project Focus, is a collaborative
effort which establishes dual admission between Coppin State University and Baltimore
City Community College, Community College of Baltimore County- Catonsville, Prince
George’s Community College and the College of Southern Maryland- La Plata. It is
designed to encourage high school seniors who are not ready to enroll at Coppin to take
advantage of the opportunity to enroll at the community colleges and to facilitate their
transfer to Coppin. Project Focus advantages are many, with the student’s success as
the top priority. Academic advantages include a specially prescribed curriculum
designed by Coppin and community college faculty; participation in a 1-credit
orientation course; and automatic admission upon completing the program’s 25 credits
(including Eng101 and all developmental courses) with at least a 2.0 GPA. Support
services include academic tutoring facilities, individual counseling opportunities, access
to Coppin and community college libraries, and use of personal computer laboratory
facilities at Coppin. Students are also given access to cultural and social activities and
campus events, entrance to athletic events and use of recreational facilities.
Towson University
Towson University has several articulation agreements in place and some under
development. Included are agreements with Carroll Community College, Cecil
Community College and the College of Southern Maryland. The latter is of particular
note and has been in place since 2000. Under this program, Towson University
provides all program completion requirements for the Elementary Education program
in Southern Maryland. This allows students to complete their bachelor’s degree
without the need for relocation.
University of Maryland, College Park (UMCP)
UMCP, in the context of the USM-MACC Articulation Subcommittee projects, has
developed partnerships with three community colleges -- Montgomery College, Prince
George’s Community College, and the College of Southern Maryland. The Maryland
Transfer Advantage Program (MTAP), one of several projects developed through this
partnership, initiates a dual admission program between the University and a
community college. In the Maryland Transfer Advantage Program, students are preadmitted to UMCP upon enrollment at the community college as long as they maintain
a minimum GPA there for the first two years. After completing 15 credits at the
community college, MTAP students are also eligible for UMCP advising and reduced
tuition for up to 9 credits prior to completing the AA degree. To date, UMCP has such
agreements with Montgomery College and Prince George’s Community College. The
35
Office of Institutional Research and Planning is also providing community college
access to its database, and thus to the community college-specific admit and enrollment
data, graduation rates, and GPA data in UMCP junior-level courses.
University of Maryland University College (UMUC)
UMUC currently has articulation agreements with nine Maryland 2-year institutions:
Anne Arundel Community College, Carroll Community College, College of Southern
Maryland, Community College of Baltimore County, Frederick Community College,
Hagerstown Community College, Harford Community College, Montgomery College,
and Prince George’s Community College. These articulations provide more than 160
linked associate’s-bachelor’s degree programs offering seamless transition into the final
two years of undergraduate study for community college students. The linked
programs cover a broad range of workforce-oriented disciplines, including computer
studies and information technology, criminal justice, business administration, fire
science, and biotechnology. To encourage community college students to continue their
education beyond the associate’s degree, UMUC’s Community College Scholarship
Program offers scholarships to outstanding graduates of the nine Maryland community
colleges with which it currently has articulation agreements, plus two other community
colleges – Cecil Community College and Howard Community College – with which it is
finalizing articulation agreements. Thus far in 2005 alone, UMUC has awarded a total
of $841,500 in transfer scholarships.
36
37