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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

 

 

 

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