Using Course Transferability
Rates Data for Curricular and
Organizational Planning and
Review
Kelly Perez-Vergara, Director of Curriculum Research & Operations
Dawn Perkowski, Research Assistant
Martin Orlowski, Executive Director of Institutional Effectiveness
Oakland Community College
November 2014
Purpose of Measuring Course Transfer
Rates
Known need to increase transferability of courses,
but we don’t know the extent of the problem.
The data is available, but the analysis is missing.
Without analysis, our interventions are based on
intuition rather than evidence.
2
Today we’ll cover
1. Data uses
2. Changes in transferability 2013 to 2014
3. Future directions
Methods Overview
• Coded OCC course transferability using institutional
websites:
• Equivalent credit (one for one course match)
• General credit (departmental, elective, etc.)
• No credit (no information, requires exam, true no credit)
Perez-Vergara, K. and Orlowski, M. (in press). A
Methodology for Determining the Transferability Rate of
Courses. Community College Journal of Research and
Practice. DOI:10.1080/10668926.2013.879376
Data Uses
1.
2.
3.
4.
5.
6.
Program/Discipline Review (Faculty)
Community Need Profile (Deans)
Institutional Effectiveness Indicators (Board)
New Course Proposals- Evaluation of Community Need
Transfer Initiatives (Articulations, letters to Registrars)
Guidance for MTA course selection
Program/Discipline Review- Faculty Level
Table X. Transferability of Courses
Summary
Percent of Institutions Accepting as
Equivalent Credit
Equivalent Credit (E) Total
General Credit (G) Total
No Credit (N) Total
Detail by Institution
Baker College*
Central Michigan University
Davenport University
Eastern Michigan University
Madonna University
Michigan State University
Oakland University
University of Detroit Mercy
University of Michigan- Ann Arbor
University of Michigan-Dearborn
University of Michigan-Flint
University of Phoenix
Walsh College
Wayne State University
Western Michigan University
*No data available
ANT1520
ANT1540
ANT2510
ANT2750
47%
73%
27%
20%
7
5
3
11
3
1
4
9
2
3
10
2
N
E
G
E
N
E
E
G
E
E
G
G
E
N
G
N
E
G
E
G
E
E
E
E
E
E
G
E
E
E
N
G
G
G
N
E
G
G
G
G
G
G
E
E
E
N
G
G
G
N
E
E
G
G
G
G
G
E
G
G
Program/Discipline Review- Faculty Level
1.
2.
What factors impact the transferability of courses?
Are action strategies needed to address the issues covered in the
above question?
Program/Discipline Review
Sample Faculty Responses- Gerontology
1.
2.
None of the GRN courses meet the benchmark for transferability
to the most popular transfer institutions – only two (GRN 1510
and 2550) transfer 20% of the time for equivalent credit which is
30% less than the benchmark. The actions that would need to be
taken to increase transferability is to survey transfer institutions to
determine why these courses do not transfer and what is needed
from Oakland Community College to increase the probability that
the courses would be accepted for full credit. Madonna University
is one of the transfer institutions that accept GRN courses (with
the exception of GRN 2550) for equivalent credit. The institution
has a Gerontology program and submitted written support as part
of OCC’s GRN program review to advocate for a certificate
program for students completing the courses.
Yes – inquire of transferring institutions why GRN courses are not
readily accepted for equivalent credit.
Program/Discipline Review
Sample Faculty Responses- Psychology
1. Transferability of courses depends on the fact that some
four year schools may not accept courses because the
curriculum is not standard. Also, some four year schools
only want students to take their upper level psychology
courses. Colleges that do not have course equivalency tables
may not be transfer friendly. Many colleges limit the number
of transfer credits that they will accept. Some courses may
transfer as electives and not count towards a major in
psychology. Older credits do not transfer as easily as newer
credit.
2. An action strategy would be to contact the institutions that
do not accept a particular course and ascertain why and
what we can do to facilitate a seamless transfer process.
Program/Discipline Review
Sample Faculty Responses- Chemistry
1. The chemistry curriculum is very traditional. The American
Chemical Society (ACS) has a subdivision called the Exam
Institute. The ACS Exam Institute creates standardized
exams for General Chemistry 1, General Chemistry II,
Organic Chemistry 1, Organic Chemistry II, and many more
courses. Traditionally chemistry courses cover the topics
that the corresponding exams cover. The course content at
the schools that follow the traditional ACS guidelines are
equivalent and thus should transfer.
2. [plus ~1000 words on other standards that should be
maintained to ensure transferability]
Program/Discipline Review- Faculty Level
Action Strategies
1. What is the issue that needs to be addressed?
• The issue is to examine reasons why institutions currently do not
accept OCC Psychology Courses for credit transfer.
2. What action will be taken to address this issue?
• Institutions that currently do not accept OCC Psychology Courses
for credit transfer will be contacted to discuss plans for a seamless
transfer process. These courses include…..
Community Need Profile- Dean Level
In the annual program
plan, note that
transferability is not of
concern for this transfer
program at this time
because credit evaluation
is likely portfolio based…..
But when the faculty
reviews and makes course
changes this fall, ensure 4year institutions are
consulted on
transferability.
Institutional Effectiveness Indicators
Example
Institution
Student
Transfer
Readiness
% courses
accepted as
equivalent to at
least 50%
% credits
retained upon
transfer
Employment
Readiness
% programs
meeting
“community
need”
% students
meeting learning
outcome
benchmarks
College
Readiness
% DE placed
students with
option to enroll in
DE courses
% DE students
enrolled in
college-level
courses
Transfer Initiatives
Community Need Profile & Program/Discipline Review:
1. Articulations
2. Course level equivalencies- letter to Registrar?
Institutional Effectiveness:
1. Creates data-driven argument for additional funding,
positions, or resources devoted to transfer.
New Course Proposals:
Evaluation of Community Need
Data Uses
1.
2.
3.
4.
5.
6.
7.
Program/Discipline Review (Faculty)
Community Need Profile (Deans)
Institutional Effectiveness Indicators (Board)
New Course Proposals- Evaluation of Community Need
Transfer Initiatives (Articulations, letters to Registrars)
Guidance for MTA course selection
Better understand current transferability patterns by
discipline, institution, course, etc.
Comparison 2013 to 2014:
Overall Results
Table 1. Difference in Equivalent Credit
2013 to 2014
Number of courses
Status
No change
162
Decreased
75
Increased
59
Total Courses
296
CAUTION!
3 New Data
Sources Used
Davenport,
Madonna,
UD Mercy
Comparison 2013 to 2014:
Institution Level Results
Institution
Walsh College**
Western Michigan University
Wayne State University
Central Michigan University
Eastern Michigan University
Michigan State University
Oakland University***
Madonna University
University Of Detroit Mercy
University Of Michigan-Flint
University Of Michigan-Dearborn
Davenport University
University Of Michigan - Ann Arbor
University Of Phoenix *
*All general credit
**All equivalent credit
***New understanding interpretation of data
2013
100%
64%
54%
54%
51%
40%
54%
30%
34%
32%
28%
21%
23%
0%
2014
100%
65%
55%
51%
50%
42%
42%
35%
34%
33%
29%
23%
20%
0%
Comparison 2013 to 2014:
Course Change Summary
Decreased
No Change
Increased
One institution
change status:
67 courses
162 courses
One institution
change status:
52 courses
Two
institutions:
8 courses
Two
institutions:
7 courses
Comparison 2013 to 2014:
Course Change Detail
Institution
CMU
CMU
CMU
CMU
CMU
CMU
CMU
CMU
CMU
CMU
CMU
CMU
CMU
CMU
CMU
Status
Improved
Improved
Improved
Improved
Reduced
Reduced
Reduced
Reduced
Reduced
Reduced
Reduced
Reduced
Reduced
Reduced
Reduced
Course
BIO2640
BIO2710
ENG2720
SOC2620
ENG2880
HIS1520
MAT1140
PER1730
PER1732
PER1743
PER1748
PER1790
PER1880
PHI1710
THE1580
Title
Human Anatomy & Physiology II
Microbiology
Advanced Non-Fiction Writing
Sociology of Diversity
Advanced Screenwriting
World Civ From Modern Era
Plane Geometry
Karate
Karate II
Aqua Fitness
Group Exercise
Self Defense
Yoga
Introduction to Informal Logic
Acting II
Comparison 2013 to 2014:
Course Change Detail
Institution
EMU
EMU
EMU
EMU
EMU
EMU
EMU
EMU
EMU
EMU
EMU
EMU
Status
Improved
Improved
Improved
Improved
Improved
Improved
Reduced
Reduced
Reduced
Reduced
Reduced
Reduced
Course
ART2535
ART2670
ENG2880
GEO1510
PER1654
THE1581
ENG2650
ENG2780
ENG2800
ENG2820
PHY1031
RUS1530
Title
Advanced Figure Painting
Stained Glass II
Advanced Screenwriting
Physical Geography
Dance - Ballet
Voice for the Actor
Children's Literature
Intro Playwrtg & Screenwrtg
Creative Writing
Advanced Creative Writing
Concepts in Physics
Beginning Russian II
Comparison 2013 to 2014:
Course Change Detail
Institution
MSU
MSU
MSU
MSU
MSU
MSU
MSU
MSU
MSU
MSU
MSU
MSU
MSU
MSU
MSU
MSU
MSU
MSU
Status
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Reduced
Reduced
Reduced
Reduced
Course
BIO1530
BIO1580
BIO2830
BIO2860
CHI1530
MAT1580
PER1620
PER1653
PER1744
PHY1031
SOC2510
SOC2550
SOC2620
SSC2610
ART2510
ART2520
GEO1520
GSC1620
Title
Biology I: Molecular/Cellular
Bioethics
Biotechnology I: Intro
Seminars in Biotechnology
Beginning Chinese II
Statistics
Basketball
Dance - Modern
Aqua Aerobics
Concepts in Physics
Sociology
Sociology of the Aging
Sociology of Diversity
Marriage and Family
Fundamentals of Figure Drawing
Advanced Drawing
World Geography
Intro to Environmental Geology
Comparison 2013 to 2014:
Course Change Detail
Institution
UMAA
UMAA
UMAA
UMAA
UMAA
UMAA
UMAA
UMAA
UMAA
UMAA
UMAA
UMAA
UMAA
UMAA
Status
Improved
Improved
Improved
Reduced
Reduced
Reduced
Reduced
Reduced
Reduced
Reduced
Reduced
Reduced
Reduced
Reduced
Course
BIO2640
MAT1630
PER1654
MAT1540
MAT1560
MAT2530
MAT2540
MAT2810
POL2520
PSC1560
PSY2630
PSY2710
PSY2810
SSC2610
Title
Human Anatomy & Physiology II
College Algebra/Trigonometry
Dance - Ballet
College Algebra
Trigonometry
Math for Elementary Teachers I
Math Elementary Teachers II
Differential Equations
Urban and State Politics
Physical Science I
Psych Organizational Behavior
Child Development
Psychology of Adjustment
Marriage and Family
Comparison 2013 to 2014:
Course Change Detail
Institution
UMD
UMD
UMD
UMD
UMD
UMD
UMD
UMD
UMD
UMD
UMD
UMD
UMD
UMD
UMD
UMD
UMD
UMD
UMD
UMD
UMD
UMD
UMD
Status
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Reduced
Course
ART1810
ART1900
ART2530
ART2535
ART2680
ART2810
BIO1512
BIO2660
BIO2850
COM2290
COM2610
COM2640
ENG2720
ENG2880
MUS1680
MUS1730
MUS1740
PHO1800
PHO2800
SOC2620
THE1590
THE1601
EDU1600
Title
Animation Drawing I
2D Digital Animation
Figure Painting
Advanced Figure Painting
Advanced Figurative Sculpture
Animation Drawing II
Biology of Global Health
Pathophysiology
Biotech III: Mammalian Cell
Intercultural Communication
Persuasion
Leadership and Small Groups
Advanced Non-Fiction Writing
Advanced Screenwriting
Music Theory: Jazz
OCC Chorale
OCC Chorale
Fundamentals of Digital Video
Advanced Digital Video
Sociology of Diversity
Improvisation
Theatre Production/Tech
Introduction to Education
Comparison 2013 to 2014:
Course Change Detail
Institution
UMF
UMF
UMF
UMF
UMF
UMF
UMF
UMF
UMF
UMF
UMF
UMF
UMF
UMF
Status
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Reduced
Reduced
Reduced
Reduced
Course
BIO1511
CHI1530
COM1600
COM2620
ENG2760
MUS1810
PER1880
SPA1511
THE1583
THE1601
BIO1530
ITA1510
MAT1500
PHI1520
Title
Life Science
Beginning Chinese II
Fundamentals of Speech
Oral Interpretation of Lit
Intro to Shakespeare
Voice I
Yoga
Beg Spanish I for Healthcare
Movement for the Actor
Theatre Production/Tech
Biology I: Molecular/Cellular
Beginning Italian I
Finite Mathematics
History of Modern Philosophy
Comparison 2013 to 2014:
Course Change Detail
Institution
WMU
WMU
WMU
WMU
WMU
WMU
WMU
Status
Improved
Improved
Improved
Improved
Improved
Improved
Reduced
Course
BIO2570
ENG1610
ENG1700
ENG2650
PER1748
THE2560
THE1601
Title
Molecular Biology of Cancer
Women in Literature
Reading in Areas of Interest
Children's Literature
Group Exercise
Play Production/Events Mgmt
Theatre Production/Tech
Comparison 2013 to 2014:
Course Change Detail
Institution
WSU
WSU
WSU
WSU
WSU
WSU
WSU
WSU
WSU
WSU
WSU
WSU
WSU
WSU
WSU
Status
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Improved
Reduced
Reduced
Reduced
Reduced
Reduced
Reduced
Course
ART2630
ART2640
BIO2570
MHA1500
MHA1510
PER1658
PHO1500
PHY2500
SOC2510
ART2535
ENG2520
JOR1710
JOR1720
JOR1730
JOR1740
Title
Advanced Oil Painting
Advanced Watercolor Painting
Molecular Biology of Cancer
Fund of Alcohol/Drug Abuse
Substance Abuse Treatments
Jazz Dance II
Advanced Photography
Engineering Physics II
Sociology
Advanced Figure Painting
American Lit Since Civil War
Journalism Laboratory
Journalism Laboratory
Journalism Laboratory
Journalism Laboratory
Number of Transfer
Status Changes
(across all courses &
institutions)
Disciplines with no changes:
• Anthropology
• Foundational Studies- Humanities
• Foundational Studies- Natural Science
• Gerontology
Discipline
Biology
Art
Physical Education
English
Sociology
Theatre
Communication
Music
Photography
Spanish
Chinese
Mathematics
Mental Health
Physics
Geography
Social Science
Education
General Science
History
Humanities
Italian
Journalism
Philosophy
Political Science
Physical Science
Psychology
Russian
Grand Total
Improved
14
11
10
9
7
6
5
4
4
3
2
2
2
2
1
1
83
Reduced
1
3
6
6
1
2
7
2
1
1
1
1
1
1
1
4
2
1
1
3
1
47
Thoughts
• It’s hard to draw conclusions about transferability of credits
based on this data, but….
This tells us that students are also getting inconsistent information
depending on the source used and when they check the websites.
Future Directions
• New paper from National Center for Education Statistics:
• Credit loss upon transfer best for 2yr  4yr
• Worse for 4yr  2yr & 2yr  2yr
• Need to code transferability from OCC to other MI CC’s.
• Need to evaluate transfer credit acceptance at our institution
(i.e., what % of courses from 4yr do we accept as equivalent?)
Discussion
How can OCC get feedback from colleges when a
course doesn’t transfer as equivalent?
That way, we can change our courses to align with others.
Questions?
krperezv@oaklandcc.edu
(248) 522-3884