Breakout Session I
Thursday, April 13 | 1:30pm to 2:30pm

Consortium Agreements and Transfer Student Success
Beth Acree | Assistant Vice President, Enrollment Management & University Registrar | University of Arizona
Rebekah Salcedo | Director, Scholarships and Financial Aid | University of Arizona

ROOM 103

In this session we will share how consortium agreements are being used by transfer students at UA. Consortium agreements allow students to combine their units at two different institutions and to receive financial aid for all of those units at their home institution. This process can help students who aren't able to register in the classes that they need at their home institution or to take a specialized course that isn't offered.

An analysis of University of Arizona's consortium agreements has led to some interesting findings and changes in processes. Not surprisingly, transfer students make up the majority of consortium agreement participants at UA. We will present our findings on course success rates and the impact on student retention and degree completion at UA.

We will also provide information on consortium agreement policies at other institutions and how we compare. This information, combined with our internal analysis, has helped us to craft new consortium agreement processes that will benefit transfer students and the institution.

Making Every Concurrent Enrollment Class Count: A Closer Look at Transfer Advising in the High School
Heather Mulcaire | Director of Recruitment and Early College Programs | Yavapai College
Patrick Weller | Principal | Arizona Agribusiness Equine Center
Chelsie Klaine | Early College Academic Advisor | Yavapai College

ROOM 107

Academic Advising is a key component to student success and a student’s overall college experience. Learn how Yavapai Community College partners with Arizona Agribusiness Equine Center to implement an advising model that increases transfer and program completion rates. Through individual and group advising, YC Early College advisors teach students about program requirements and how to use transfer tools to create and execute their long term academic plan while simultaneously meeting high school diploma and college degree requirements. This fast paced presentation will provide innovative ideas and concrete examples that will help you make transfer advising happen in your partner high school!

Reaching the Graduation Finish Line: NPC's Efforts Toward Higher Degree Completion Rates
Jeremy Raisor | Director of Enrollment Services | Northland Pioneer College
Josh Rogers | Director of Student Services | Northland Pioneer College

ROOM 105

Learn what Northland Pioneer College has done to improve certificate and degree completion rates. Find out how our new Finish Line and College Bound Scholarships have complemented our strategic initiatives to help students reach their educational goals.
In this session, attendees will garner valuable information about completion efforts they can take back to their own schools. In additional to this unique scholarship model, a brief summary of NPC’s related completion efforts will be described. These efforts include: Proactive Advising for Student Success (PASS), student orientation for employees, and early alert software implementation. Wrapping up the session, schools will be encouraged to share their own experiences regarding implementation of degree completion initiatives.

Turning up the tHEATre: Using Theatre to Unpack Issues Facing Advisors and our Transfer Students
Christina Marin | Professor of Theatre/Drama Director | Central Arizona College
Sylvia Gibson | Director of Curriculum and Quality Programs | Central Arizona College

ROOM 108

This session will introduce attendees to theatre activities that will help motivate a dialogue about how advisors can better understand and approach the diverse lives of our students at the community college who are preparing to transfer to 4 year institutions. There is often a danger in making assumptions about students and what their lives entail. Some have families and need to care for children or aging parents, some hold more than one job down while attending classes, some are balancing distance education with all of the other factors in their lives. Using interactive theatre education tools, facilitators will help participants unpack diverse topics generated by their experiences as administrators, faculty, and staff advisors. Research shows that embodied, experiential educational opportunities help us step into the shoes of our students and understand where they are coming from in order to help them chart their journey to success.

Facilitators will employ immersive theatre games and structures like “Same Journey,” “Role on the Wall,” “Colombian Hypnosis,” and “The Great Game of Power” to engage attendees in a conversation about the role each and every one of us plays as stakeholders in our students’ growth and academic/life balance.

Although the title of this session has the word THEATRE in it, we don’t want people to think they need to be performers to attend this session. No theatre experience is necessary and all of the activities we will employ are meant for exploration rather than exhibition.

Attendees will be provided with a list of resources to take these activities and others to their own campuses for use with their colleagues and staff. Participants will be on their feet and active in this session, but accommodations will be made for all attendees who need them.
Breakout Session II
Thursday, April 13 | 2:45pm to 3:45pm

College Going and Completion of Arizona Public High School Graduates
Dan Anderson | Director of Institutional Analysis | Arizona Board of Regents

ROOM 108

Through a partnership with the Arizona Department of Education and the National Student Clearinghouse, the Arizona Board of Regents now has comprehensive information on the college going and college completion of all Arizona public high school graduates. Covering the last twelve years, it is now possible to know for over 500 public high schools how many of their graduates matriculate to any of over 7,200 public and private postsecondary education institutions in the nation. All forms of less than two year, two year and four year institutions are included. This includes the awarding of certificates, Associate's and Bachelor's degrees. In an effort to raise the educational attainment levels of Arizona adults, knowing the higher education outcomes of our young adults is critically important.

Knowledge is Power: How IB Charges Arizona Students
Jake Davis | Chair | Arizona IB Schools Association (AZIBS)
Anne Bender | Co-Chair | Arizona IB Schools Association (AZIBS)

ROOM 103

The International Baccalaureate (IB) program aims to do more than just deliver content. IB students learn that knowledge truly IS power, and by engaging in an academically challenging and balanced educational program they are super-charged to succeed beyond high school. These students represent well-rounded learners who are internationally minded and are ready to accelerate their learning in post-secondary education. In this session we will look at revealing data and real-life examples from Arizona’s more than 30 IB schools that highlight Arizona IB students and their success in college and beyond. Knowledge is power: get plugged in with some of Arizona's best and brightest students.

Prior Learning Assessment- the Next Phase - the Next Disruption
Ian Roark | Vice President of Workforce Development | Pima Community College
Julian Easter | Assistant Vice Chancellor for Academic Affairs | Pima Community College

ROOM 107

The national college completion agenda and expanding adult student market are informing the growth of prior learning assessment (PLA) initiatives.

Advocates say that PLA's impact on higher education could be enormous. Its potential could even rival that of online learning by continuing to open student access beyond the campus. Opponents like Johann Neen, an associate professor at Western Washington University, hold that “PLA fails to take stock of the sophisticated thinking and original ideas that comes real college level learning.” Also the validity of the evaluation process is questioned.

In this session presenters will share the journey of Pima Community College in pursuing standards of good practice, and principles of quality assurance with an emphasis on current and future challenges as well as the benefits in implementing prior learning assessment (PLA).

Transfer Pathway to Success through Collaborative Intrusive Advising: Bridging the Gap from Community College to Baccalaureate Degree
Gregg Busch | Vice President of Instruction | Pima Community College
Lamata Mitchell | Vice President of Instruction | Pima Community College

ROOM 105

This session will explore a collaborative, intrusive advising model that promises to increase retention, deter attrition between community college graduation and baccalaureate matriculation, and provide an enhanced communication pipeline between the community college academic program and receiving university program. The model is designed to support intrusive advising aligned with guided pathways and provides a foundation for supporting student success through structured and semi-structured advising milestones. Specifically, the session will explore the structure and functions of the transfer advising team. Further, the roles of each team member will be defined and the responsibilities of both the community college and university will be detailed.
Breakout Session III
Friday, April 14 | 10:30am to 11:30am

Comprehensive Transfer Planning for Community College Students
Scott Nardo | Academic & Career Advisor | Yavapai College

ROOM 105

Yavapai College’s Transfer Center is pulling together all of its existing transfer planning tools, activities, and services into a comprehensive strategy to help our students see transfer as a process which starts on Day 1 and continues for the duration of their time with us.

The student’s process is simple, and we give them guidance about milestones for achieving each step:

• Goal Setting: Education and Career (within first 15 credits)
• Creating a Transfer Plan (within first 30 credits)
• Executing the Transfer Plan
• Graduation and Successful University Transfer

We’ll share our student developmental learning objectives, how this feeds into the goal of improving retention and completion, and an overview of various tools and activities designed to guide our students through their transfer planning process. Information and idea sharing will be encouraged.

Providing Opportunity for Arizona Students— CLEP and AP
Jason Langdon | Executive Director, AP Higher Education | College Board
Chantel Reynolds | ACCUPLACER/CLEP Outreach | College Board

ROOM 103

Students have the opportunity to earn credit from a variety of sources, and this can have a positive impact on their time to degree and their academic success. This session provides and overview of the College-Level Examination Program (CLEP) and the Advanced Placement Program (AP) with specific information on students in Arizona and how that compares to national student trends in the two programs. Participants will participate in a discussion informed by the presented information, receive updated information, and discuss strategies for helping students maximize the use of credit towards a degree. Information will also be provided regarding student outcomes and resources for using and promoting the programs to current and prospective students.

Reporting on Transfers from ASSIST
Tracy Salter | Sr. ASSIST Data Analyst | AZTransfer

ROOM 107

In this session, learn about how AZTransfer staff and the IR staff at your institution utilize ASSIST (Arizona Statewide System for Information on Student Transfer) to report on students who transfer to the universities from the community colleges. ASSIST is a relational database that contains student enrollment and degree data from the 10 public community college districts and 3 state universities in Arizona. Learn about how the data get into ASSIST, and be exposed to some standard reports produced annually by AZTransfer. You will learn about 1. trends in the counts of new transfers, 2. trends in the counts of baccalaureate degree recipients who were new transfers, and 3. the graduation rate of new transfers. These reports can validate the success of the Arizona transfer model, but what factors impact a student’s transfer and completion success? What are the emerging trends and needs of the transfer student, and how can ASSIST be used to report actionable information? You will have the opportunity to suggest additional topics that can be researched within ASSIST.

Transfer Matters: Collaborative Efforts to Enhance Transfer Processes at ASU
Maria Hesse | Vice Provost for Academic Partnerships | Arizona State University
Fred Corey | Vice Provost for Undergraduate Education | Arizona State University
Duane Roen | Vice Provost, ASU Polytechnic Campus and Dean, College of Integrative Sciences and Arts | Arizona State University
Todd Sandrin | Associate Dean and Associate Professor, New College of Interdisciplinary Arts and Sciences | Arizona State University
Paul LePore | Associate Dean, College of Liberal Arts and Sciences | Arizona State University

ROOM 108

During the 2015-2016 academic year, more than one hundred faculty, staff, and administrators from ASU engaged in a detailed review of transfer processes and procedures at Arizona State University, with particular emphasis on the three arts and sciences colleges: College of Liberal Arts and Sciences, New College of Interdisciplinary Arts and Sciences, and College of Integrative Sciences and Arts. With guidance from the John N. Gardner Institute, nine committees examined ASU’s current practices for assisting students before, during, and after transferring to the university. Each committee gathered and interpreted evidence (e.g., existing assessment data, survey data, focus group discussions, committee members’ personal knowledge) and used it to evaluate the institution’s current level of performance. The committees subsequently developed specific recommendations to improve the experience of transfer students. Recommendations from the committees have been prioritized and grouped to develop an institutional plan for improvement. The implementation process has begun.

In this session, we will provide details about how we conducted the year-long study, the recommendations that resulted from the study, and current progress on implementation.
Breakout Session IV
Friday, April 14 | 1:00pm to 2:00pm

Dispelling Myths About Concurrent Students
Dustin Maroney | Associate Dean of Institutional Research & Effectiveness | Rio Salado College

ROOM 107

Rio Salado College has a long tradition of providing online education to students across the state. Indeed we were coined the "College without Walls" because of our ability to offer education to students outside of the traditional classroom setting.

Because of our low cost and our ease of access, college leadership has a long-held belief that as many as half of our students are concurrently attending another institution of higher education. This belief has influenced many decisions related to resource allocation, particularly in the arena of student support services. This has also been used as justification for less-than-stellar student persistence and program completion rates. However, this belief has been based primarily on anecdotal evidence.

In Fall 2016, analysis was conducted using ASSIST data to determine the true percentage of Rio students who concurrently attend another institution of higher education. This analysis has not only changed the leadership paradigm, but has sparked conversation related to how best to support our students in achieving their educational goals.

The Door is Open for Prior Learning Assessment… Can it Come in?
Rose Rojas | Director, Center for Curriculum and Transfer Articulation | Maricopa County Community College District
Kathy Silberman | Transfer Project Coordinator | Maricopa County Community College District

ROOM 108

Students often start college with work and military experience that can translate to college credit, but restrictive and outdated Prior Learning Assessment/Credit for Prior Learning policies prevent successful implementation and benefits to students. Awarding credit for prior learning can help accelerate degree completion at a lower cost for students, increase access and flexibility for students who come to college with prior experience and knowledge, and ultimately support student transfer.

To improve our district's PLA policies and establish student-friendly business practices for the development, review, oversight, and maintenance of PLA decisions, a Maricopa Community Colleges Advisory Group is reexamining PLA and its potential. While accomplishments have been made in the areas of research and policy recommendations, challenges remain, and will be shared in this session. The group's efforts focus on Maricopa's strategic goal of enhancing educational and career pathways, and coincide with current statewide efforts and legislation regarding PLA.

We Make Transferring Personal
Bridget Doyle | Recruitment Coordinator | College of Public Service & Community Solutions | Arizona State University
Karla Moreno-Arias | Academic Success Specialist | School of Criminology and Criminal Justice and School of Social Work | Arizona State University

ROOM 103

The majority of the undergraduate population in the College of Public Service & Community Solutions at Arizona State University consists of transfer students. As a result the college has always taken a very personal approach to supporting the needs of its transfer students. This has translated into positive student experiences prior to admission, through enrollment, and onto graduation. The proposed presentation will highlight the specific student support activities used by staff tasked with expanding the college’s programs to ASU’s West Campus. The goal is to share best practices with the audience as an opportunity to collectively capitalize on student outreach and retention efforts.

What Everyone Ought to Know about the Cambridge Student
Adina Chapman | Recognition Manager | Cambridge Assessment, Inc.
Megan McWenie | Manager, Education Innovation and Student Success | Center for the Future of Arizona
Bub Meuler | Senior Manager, West USA | Cambridge Assessment, Inc.

ROOM 105

Cambridge International Examinations (CIE) is the world’s largest provider of grades 9-12 education. CIE has been offering curriculum for ages 5-19 in American schools for over 20 years. Over five years ago, Cambridge strategically partnered with the Center for the Future of Arizona (CFA) to support K-12 schools working to increase postsecondary readiness and success for more Arizona students. Thanks to great partnerships with the CFA, AZTransfer, and the state universities, there are over 20 Arizona high schools sending Cambridge graduates to Arizona community colleges and universities. Come hear how Arizona high schools have incorporated Cambridge’s international curriculum, including Global Perspectives and Research.

Cambridge students enter postsecondary education having demonstrated foundational college readiness on IGCSE exams and earning college credit with AS/A Level exams. This gives students a head start on attaining a postsecondary degree. As CIE’s curriculum is competency based, U.S. colleges and universities will continue to see increasing numbers of matriculating students who’ve completed a performance-based rather than seat-time high school experience. You will hear universities’ perspectives on how the Cambridge curriculum has prepared their students for higher degrees.

After attending this session, participants will be able to identify ways to recruit Cambridge students, recognize Cambridge curriculum and assessments (Grand Canyon Diploma, IGCSE, AS Level, and A Level), interpret statements of results and transcripts, and search our recognition’s database. This session informs colleges and universities as to what they need to do to ensure that they have good admission and transfer policies for the Grand Canyon Diploma, Cambridge IGCSE, AS, A-Level, and the AICE diploma.
Breakout Session V
Friday, April 14 | 2:15pm to 3:15pm

Building Community and Faculty Capacity: Engagement at the Transfer Student Center, University of Arizona
Nicole Kontak, Ph.D. | Director, Transfer Curriculum & Transfer Student Center | University of Arizona
Mark Jenks | Assistant Professor of Practice, College of Education | University of Arizona
Anthony Valenzuela | Program Coordinator, Transfer Initiatives and Articulation | University of Arizona
Casey Carrillo | Graduate Assistant, Transfer Student Center | University of Arizona

ROOM 103

This session will provide an overview of how the Transfer Student Center at The University of Arizona has been successful in serving, supporting, and retaining current and prospective transfer students. Specifically, how faculty engagement is a strong component of transfer student support and retention at the Center. Attendees will reflect on faculty engagement and community building efforts at their respective institutions based on their institutional and community demographics and outline strategies to enhance opportunities at their institutions. Faculty, student affairs professionals, and individuals who are interested in developing transfer resource centers would benefit from this session.

The Transfer Student Center (TSC) at The University of Arizona offers many unique engagement opportunities for current and prospective transfer students in an effort to help transfer students transition, build community, and support academic achievement. Most of the activities are sponsored by the Center’s five Faculty Fellows. In addition to holding office hours in the Center, Fellows sponsor a variety of trips on and off campus. Aside from Faculty Fellow sponsored activities, the TSC offers movie and game nights, tutoring, academic skills workshops, the Tau Sigma National Honor Society, and a Transfer Student Advisory Board. The Center also collaborates with community colleges and partners to offer opportunities to facilitate a successful transition to campus. The lounge area is typically full of transfer students studying and making connections as well as asking specific questions about university policies.

ECAPs: Moving from Compliance to Culture
Kay Schriber | College & Career Ready Coordinator | Arizona Department of Education

ROOM 105

In this session, participants will identify a quality Education Career Action Plan (ECAP) process and the role of school leadership in that process. By creating change, based on school data, that transforms “compliance” to “culture,” school or district leadership can ensure that EVERY student receives a quality personalized academic and career plan, so that they develop career literacy and the skills to become lifelong learners and economic independent adults. We will review the Implementation Administrative Toolkit, Site Assessment, and other resources that were designed to assist school counselors and leadership to champion a quality ECAP process that improves ALL students’ outcomes.

I Can See Clearly Now… My "Jacks Path" to NAU! The F5 of Transfer Tools!
Andrea Stalker | Business Analyst, Lead/Project Manager | Northern Arizona University

ROOM 107

Jacks Path is an innovative transfer tool designed specifically to support students and you, their advisors on the transfer journey. Jacks Path gives you quick access to assess your students’ previous test scores and course work, helps you work with your students to build a transfer plan from your community college to NAU, and provides you with an “estimated time to degree” (along with a potential NAU course schedule, post-transfer) for each student.

With this information at your fingertips, you can help prospective students decide the best path to take while attending your institution and when to transfer to NAU. Work that used to be done on paper can now be done online and shared with students for future reference.

After your advising session, students can return to the Jacks Path to update completed courses, add new test scores, and to see how their course work applies to a variety of different NAU degree programs (should they change their mind).

When Community Colleges and Universities Collaborate, Everyone Wins
Caroline VanIngen-Dunn | Director, Community College STEM Pathways | Science Foundation Arizona
Mary Anderson-Rowland | Professor Emerita | Arizona State University

ROOM 108

Among engineering students, only 41 percent graduate. The numbers are lower for women and minority students. Yet improving these numbers is neither insurmountable nor magical. It takes clear planning and a methodical approach, particularly when students start their education in community college (CC) and must transfer to a four-year institution.

And it often depends on schools creating smart partnerships that provide practical guidance and ongoing support for young students who eye the prize, but can be distracted or derailed by mismatches between the work they did in high school, the credits they accrued in CC, and the subsequent expectations and requirements for the four-year degree.

Recognizing these challenges, we describe a simple, but powerful collaboration that has yielded winning outcomes. It gives credence to the benefit of partnership building and the goals that underlie it: The more CCs and their four-year counterparts collaborate to prepare, guide and support students, the more successful these transfers can be. This collaboration, Motivated Engineering Transfer Students program (METS), is between Arizona State University (ASU) and Arizona CCs, and advises students to stay at the CC as long as they can take courses toward an engineering degree. Student visits to ASU provide practical information about financial aid, scholarships and deadlines, conversations with mentors and successful previous transfer students, and contact with other engineering professionals. Sometimes it takes several visits before the CC students feel comfortable in transferring.

These transfer students are typically first generation, with less knowledge of how things work in college, and often with minimal time before graduation to prepare. Programs like METS have helped them get up to speed quickly and efficiently.

To date, and with funding for scholarships, the METS program has provided continuing support, daily contact with other transfer students, and study and networking space for several hundred students who have achieved a graduation rate exceeding 95 percent. In addition, nearly 50 percent continued directly onto graduate school, compared to a national average of 20 percent. This group included 61 percent that were female and/or underrepresented minorities.

In addition to such impressive outcomes for students, the CCs extended their engineering programs and recruiting efforts while the university gained more CC transfer students: This is a “win-win” collaboration.

A number of methods representative of the METS program and relative to STEM (especially engineering and computer science) will be discussed in this session:

• How to form win-win college/university and CC partnerships
• How to legally increase the number of females and underrepresented minority students
• How to interest CC students in STEM
• How to ease the transfer process
• How to support transfer students at the college/university
• How to help upper division transfer students be good students academically
• Best practices/lessons learned in working with upper division transfer students
• How to increase graduation rates of upper division transfer students to 95%
• How to have 50% of upper division transfer students go to graduate school
• How to build a strong support system for upper division transfer students