Action Plan Appendices

Appendix A: State Project Leadership Team

Michael Igbonagwam, Program Manager for the Office of Strategic Initiatives and Engagement, CHE (Project Lead)
Bunnie Ward, Director of Strategic Initiatives and Engagement, CHE
Samuel Grubbs, Program Manager for Academic Affairs and Licensing, CHE
Argentina Anderson, Assistant Director of Academic Affairs and Licensing, CHE
Christopher Robinson, Program Manager for the Office of Data-Research and IT, CHE
Monica Goodwin, Director of the Office of Data-Research and IT, CHE
Mariam Dittmann, Director of Academic Affairs and Licensing, CHE
Rosline Sumpter, Vice President for Academics, Student Affairs & Research, South Carolina Technical College System
Eric Skipper, Provost and Executive Vice Chancellor for Academic Affairs, University of South Carolina Beaufort
Jesulon Gibbs-Brown, Professor, South Carolina State University
Kelli Fellows, Dean of Online and Graduate Programs, Newberry College
Sid Parish, Vice President of Academic Affairs, Newberry College

Appendix B: Task Force Membership and Dimensions Committee Assignments

Philosophy/Rationale: An exemplary state transfer ecosystem will have an explicit, written statement of its rationale for equitable student transfer to guide consistent policy and practice across the state and its institutions. This rationale establishes transfer-student success as a priority for the state and its institutions, especially for low-income, first-generation, Black, Latinx, Indigenous, and nontraditional students. The rationale provides a basis for transfer policies, data analysis, practices, structures, leadership, department/unit rationales, and resource allocation, at both state and institutional levels. (Gardner Institute, 2021).
Name	Position	Institution
Aaron Marterer*	Registrar	University of South Carolina Columbia
Greg Oaks*	Dean for Graduate Online and Extended Education	Winthrop University
Antonia Hill	Student & CHE Consultant	University of South Carolina Columbia
Rosline Sumpter	Vice President	South Carolina Technical College System
Donna Zeek	Director of Curriculum, Dean of School of Interdisciplinary Studies	Midlands Technical College

*Committee Co-Chairs

Transfer Equity: Exemplary state transfer ecosystems ensure students from low-income, first- generation, Latinx, Black, Indigenous, and other student groups have equitable educational opportunities that support success and enable degree/credential completion. The process of anticipating, identifying, and addressing student needs is continuous and is subject to regular assessment and adjustment. State transfer ecosystems provide services with respect for the students’ abilities, lived experiences, prior academic history, academic goals, and current needs and interests. States and their institutions regularly assess their own cultures, policies, and processes to assure they are equitably and consistently meeting the needs of all transfer students (Gardner Institute, 2021).
Name	Position	Institution
Ron Cox*	Dean/Associate Dean for Diversity, Equity, and Inclusion	University of South Carolina - Palmetto College
Donna Foster*	Associate Vice President for Institutional Effectiveness and Compliance	Piedmont Technical College
Lauren Gellar	Director, Division of Healthcare Studies and Associate Professor, College of Health Professions	Medical University of South Carolina
Davis Kuskowski	Associate VP for Enrollment Management	Clemson University
Ann Williams	Registrar	Francis Marion University
Jesloun Gibbs-Brown	Professor	South Carolina State University

*Committee Co-Chairs

Learning Curricular Pathways: Exemplary state transfer ecosystems assure the seamless development of transfer students’ knowledge, skills, and experiences that enable students to meet their personal goals and that are consistent with the desired outcomes of higher education, state goals, and institutional missions. They also assure equitable opportunities for transfer students to participate in enriching educational experiences (Gardner Institute, 2021).
Name	Position	Institution
Aimeé Carter*	Director of Academic Partnerships and Engagement	South Carolina Technical College System
Trena Houp*	Director of Academic Programs	University of South Carolina Columbia
Jen Booth	Registrar	Columbia International University
Kelly Brennan	Associate Provost for Enrollment Management	The Citadel
Kristen Gerhardt	Director of Bridge Programs & Education Partnerships	Tri-County Technical College

*Committee Co-Chairs

Organizations: Exemplary state transfer ecosystems have organizational structures, personnel, and policies that provide oversight and coordination of the transfer experience at statewide and institutional levels. A coherent transfer experience is realized and maintained through effective partnerships between and among higher educational institutions and state oversight entities. State transfer ecosystems provide mechanisms for regular interactions between and among institutional and state-level personnel in multiple roles. Transfer leaders at the institutional level coordinate transfer initiatives between the academic and other administrative units of their institutions and with transfer partner institutions. Institutions ensure equitable application of transfer policies across all academic units. Adequate budgetary allocations at the state and institutional level support and reward the transfer mission (Gardner Institute, 2021).
Name	Position	Institution
A. Clifton Myles*	Executive Vice President for Administration and Innovation / Chief Strategy Officer	Denmark Technical College
Jeff Perez*	President and CEO	South Carolina Independent College and Universities
Dawn Bare	Interim Director of Transfer Resources Center and Interim Registrar	College of Charleston
Jessica Berry	Professor and Chair of the Department of Speech Pathology & Audiology	South Carolina State University
Kim Purdy	Assistant Vice Chancellor for Academic Affairs	University of South Carolina Upstate
Kelli Fellows	Dean/ Online and Graduate Programs	Newberry College

*Committee Co-Chairs

Transfer Receptive Culture: Exemplary state transfer ecosystems foster transfer receptive cultures in sending and receiving institutions. They facilitate shared responsibility for equitable transfer-student success with institutional academic administration, faculty, enrollment services, financial aid, and student affairs/success units. States provide financial support for transfer processes and expect institutions to offer appropriate pretransfer outreach. State transfer ecosystems advance collaboration between institutions to ensure transfer students are integrated both academically and socially. Exemplary transfer ecosystems create a culture of trust and respect as a basis for collaboration (Gardner Institute, 2021).
Name	Position	Institution
Susan Henderson*	Provost	Coker University
Heather Hoppe*	Registrar	Horry-Georgetown Technical College
Lloyd Willis	Interim Dean, College of Graduate and Online Studies	Lander University
Casey Woodling	Director of Academic Outreach and Continuing Education, (Coastal Carolina University	Coastal Carolina University
Eric Skipper	Provost	University of South Carolina Beaufort

*Committee Co-Chairs

Data, Accountability, and Improvement: Exemplary state transfer ecosystems regularly assess transfer patterns, transfer student outcomes, and transfer culture. The state oversight entity(ies) provides comprehensive disaggregated transfer and non-transfer student data to ensure institutions fully understand transfer enrollment patterns and are equitably meeting the needs of all transfer students. In addition, they provide analytic tools to support the transfer information needs of their institutions. State transfer systems and institutions use this data to effectively plan, make decisions, and implement initiatives for student transfer. To achieve ongoing improvement, state ecosystems participate in relevant professional organizations, implement current transfer practices, and conduct research and scholarship on transfer students and the transfer process (Gardner Institute, 2021).
Name	Position	Institution
Amy Gutzmer*	Director of Marketing and Communications for Online and Continuous Learning	Anderson University
Mary Von Kaenel*	Director, Bridge to Clemson and Transfer Academic Programs	Clemson University
Lillian Hunter	Advising	Tri-County Technical College
Brian Mallory	Director of Institutional Effectiveness and Research	University of South Carolina - Beaufort
Christopher Robinson	Program Manager	South Carolina Commission on Higher Education

*Committee Co-Chairs

Appendix C: Institutional Survey Liaisons

SHEEO/Gardner Institutional Survey Contacts
Name	Institution
Chris McNamara	Aiken Technical College
Bryan May	Central Carolina Technical College
A. Clifton Myles	Denmark Technical College
Gary Ancheta	Florence-Darlington Technical College
Rhodona Roddenberry	Greenville Technical College
Lori Heafner	Horry-Georgetown Technical College
Kevin Bray	Midlands Technical College
Karen English	Northeastern Technical College
Cleveland Wilson	Anderson University
Donna Foster	Piedmont Technical College
Amanda Adams	Spartanburg Technical College
Camille Myers	Technical College of the Low Country
Chris Marino	Tri-County Technical College
Liz Rennick	Trident Technical College
Paige Brown	Williamsburg Technical College
Mary Beth Schwartz	York Technical College
Kate Flaherty	Coker University
Jamie Grant	Converse University
Jason Abreu	Furman University
Amy Gutzmer	Anderson University
Curt Laird	Spartanburg Methodist College
James Lanpher	Columbia International University
Damara Hightower Mitchell	Voorhees College
Lisa Long	Allen University
Lewis Graham	Morris College
Sandra McLendon	Southern Wesleyan University
Susanne Nelson	Newberry College
Doug Brady	Francis Marion University
Kelly Brennan	The Citadel
Timothy Drueke	Winthrop University
Amanda Karls	University of South Carolina Upstate
Brian Mallory	University of South Carolina Beaufort
Trena Houp	University of South Carolina Columbia
Holly Legg	Coastal Carolina University
David Kuskowski	Clemson University
Mary Von Kaenel	Clemson University
Aimée Pfeifer	College of Charleston
Davion Petty	South Carolina State University

Appendix D: Survey/Questionnaire Overview and Methodology

Institutional Staff and Student Surveys

One component of the work conducted by the task force was to explore the topic of transfer through a series of survey instruments created by the Gardner Institute as part of a larger project. Each institution in South Carolina was asked to deploy two surveys: one for the transfer students currently enrolled at their institution, and one for the faculty and staff who work regularly with transfer students in some capacity (advising, student engagement, campus life, and other relevant areas). The overarching goal of each survey instrument was to gather new or additional details about the transfer student life cycle, available campus resources, and to learn of institutional or campus efforts to improve the transfer process through grants and other funding. Additionally, learning more about the overall success rates for transfer students across the state would help inform the continued work of the task force committees.

Data collected at the end of the survey deployment period provided insight into a variety of topics associated with transfer students. Over 1,000 students from more than 25 institutions participated in the transfer student survey and represented all sectors of higher education in South Carolina (two-year and four-year public and private institutions were represented). Students responded to Likert scale, multiple choice, and open-ended questions related to their experiences as a transfer student.

Key areas of the transfer life cycle/transfer student experience were identified by transfer students as important or impactful for their success in college. These challenges include:

Navigating the actual transfer process, which is often different at each institution.
Obtaining accurate and timely academic advising, at both the “sending” and “receiving” institution.
Difficulties with obtaining financial aid assistance at crucial times during the transfer process, or a lack of financial aid options/little or no funding support as a transfer student.
Loss of credit hours when transferring between institutions, even within the same degree program.

Transfer Questionnaire

While the Gardner Institute provided state, institution, and student-level surveys and data, the transfer task force committees determined a need for additional survey questions and developed the “Request for Transfer Information 2022 Questionnaire” for institutions to complete. The questionnaire revealed:

All the responding institutions have a web page dedicated to transfer and 90 percent offer pathways or guides to improve academic advising and decision making for transfer students.
All institutions have a policy for accepting College-Level Examination Program (CLEP), all but one have a policy for accepting military credit, and 70 percent have a policy for accepting prior learning assessment;
Less than half (45 percent) have a policy for accepting competency-based assessments/credit.
Less than half (43 percent) have transfer agreements with nearby institutions in bordering states.
Approximately 60 percent have a reverse transfer policy or a process in place to facilitate reverse transfer.
Approximately 60 percent have a credit appeal process if transfer credit is not awarded initially.
Institutions cited direct transfer pathways and agreements, comprehensive transfer tables, transfer advisement, and transfer weeks or days as successful transfer processes and practices.
Eighty five percent have degree program(s) designed specifically for transfer or bachelor's degrees with flexible curricular requirements to accommodate transfer students.
Sixty five percent of institutional research offices track transfer student outcomes, characteristics, and experiences compared to non-transfer students (most common responses were tracking six-year graduation rates and successful completion of course sequences).
Seventy five percent have specially assigned transfer academic advisors or counselors, and 80 percent provide training to faculty and staff on advising/guiding the transfer student population.
Sixty five percent have a senior institutional officer who serves as a primary advocate for advancing transfer student attention and support.
Fifteen percent provide priority registration for transfer students.
Thirty percent offer special course sections for University 101/college success courses for transfer bound or incoming transfer students.
Thirty percent offer designated scholarships for transfer students.
Fifteen percent offer awards or special recognition to individual transfer students for academic achievements.
Institutions gave SC TRAC a mean rating of 3.74 out of 5. Comments explaining this ranking noted its “ease of use,” but noted “students need more awareness of it” and challenges related to keeping the information current.

Data Visualizations

Student Movement

The student movement data demonstrate how students are moving between institutions in the state including outgoing and incoming students. Institutions can view several cohorts of students and their transfer patterns. Additionally, the state can identify institutions where the most movement occurs. Access to this data may be requested from Michael Igbonagwam, CHE, at migbonagwam@che.sc.gov.

Student Enrollments

The student enrollments data indicate new student enrollments for transfer and non-transfer students at institutions. Several cohorts of data are available for institutions to compare enrollment patterns among each other and across years. Access to this data may be requested from Michael Igbonagwam, CHE, at migbonagwam@che.sc.gov.

Major Flows

Individual institutions can explore the flow of students through majors. Indicators show students who continue in the major, move to a different major, transfer out of the institution, skip terms, stop out, or graduate. Additionally, institutions can filter the data by time to degree and retention status. Multiple years of data provide institutions the ability to identify patterns and compare majors. Access to this data may be requested from Michael Igbonagwam, CHE, at migbonagwam@che.sc.gov.

Graduation by Transfer Status

The student graduation by transfer status data allows individual institutions to view a cohort’s graduation status by their transfer/non-transfer student status. Multiple graduation points (i.e., 100 percent, 150 percent, 200 percent) are available for comparison. Access to this data may be requested from Michael Igbonagwam, CHE, at migbonagwam@che.sc.gov.

Appendix E: Sources

Joint Statement on the Transfer and Award of Credit. (2021). Retrieved from https://www.acenet.edu/Documents/2021-Joint-Statement-Award-of-Credit.pdf