Improving Transfer Pathways
Welcome to the August Transfer Hub newsletter. This month’s newsletter highlights the new General Education Subcommittee, which will begin convening this fall to provide guidance on relationships between CCN, General Education courses, and degree pathways.
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In June, Transfer Council (TC) voted to confirm membership for the Common Course Numbering (CCN) General Education Subcommittee. The subcommittee will convene fall 2023 and is charged with considering a more comprehensive overview of the relationships between CCN, General Education courses, and degree pathways. In addition, the subcommittee is charged with providing guidance to the TC and institutions as CCN decisions are being developed and recommended. TC also listened to feedback on CCN and Core Transfer Map (CTM)/Major Transfer Map (MTM) Implementation Surveys, which were sent to institutions on June 26. These surveys provide data for the TC's legislatively mandated report to the Commission on the implementation of CCN and CTMs/MTMs. TC also approved a list of Guiding Questions and Best Practices for CCN Outcomes Writing, produced by the CCN Outcomes Assessment Subcommittee. At the same meeting, the CCN Psychology Subcommittee submitted a Memo requesting a deferral of PSY 101 (passed) and the CCN Math Subcommittee submitted a Memo requesting a deferral of MATH/MTH 254 (passed).
At the July TC meeting, Co-chairs led a discussion of the draft MTM Oregon Administrative Rules (OARs) and MTM Curriculum Articulation Policy (CAP), which has replaced MTM MOUs (for more see the MTM updates, below). CCN Systems and Operations Co-chairs provided feedback on the proposed course list for CCN alignment, 2024, which was later approved at the August TC meeting. Also at the August meeting, the MTM OARs (which were approved by the full HECC Commission on August 10) and the revised MTM CAP template were shared with the Council. More information on implementation survey results will be available at the September TC meeting.
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Transfer Spotlight
Each edition of the Transfer Hub will spotlight a group, subcommittee, institution, or organization that is working to improve the transfer experience for students in Oregon. This summer’s Spotlight is on the ways rural-serving institutions are improving access for place-bound students.
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The Geography of Access: Investing in Communities
by Jane Denison-Furness
Research demonstrates that the closer students live in proximity to a college, the more likely they are to attend or eventually, to transfer (Hillman, 2019; Liu, 2022). The exception being “white or wealthy students who are most mobile and whose college-going decisions are least affected by distance” (Hillman, 2019). A 2014 study looking at +150K first-time, full-time students entering +200 four-year US colleges and universities found that “57.4 percent—of incoming freshmen attending public four-year colleges enroll within 50 miles from their permanent home.” Another more inclusive study (community college and four-year institutions) by the US Department of Education (2018) found that two in every three undergraduates stay within 25 miles of home.
Expanding college access and opportunity (including the possibility of transfer) is complicated. Simply increasing the number of colleges in a geographic region will not eradicate education deserts, or areas “where a community’s capacity to deliver postsecondary education is likely to be the most constrained” (Hillman & Weichman, 2016). Colleges that cannot meet the financial needs of students will be under enrolled or their students will have high rates of student loan debt. Areas with colleges that have high tuition rates, selective enrollment, or limited academic offerings may be mirages—places “where opportunities appear plentiful but are not” (Hillman, 2019). Similarly, online classes and fully online degrees have not been shown to be a panacea for place-bound students (Cellini, 2021; Al-Mawee, Kwayu, & Gharaibeh, 2021; Xu & Jaggars, 2011; Goodman, Melkers, & Pallais, 2019).
Representatives from three rural-serving, broad-access institutions in Oregon shared information on what they are doing to meet the needs of Oregon's rural students:
- Tim Seydel, VP of University Advancement at Eastern Oregon University, pointed out that “Education gives people the opportunity to break the mold society sets for you.” A key part of this involves being embedded in the region. The Teach Rural Oregon (TRO) project, Oregon Teacher Pathway (OTP), and Rural Engagement and Vitality (REV) initiatives are examples of EOU programs led by alumni who are part of the communities they serve. Seydel stressed it is important for rural students to attend college “where they are.” Partnering with local organizations provides internships, training, and collaboration to help build stronger, more resilient communities with a workforce that respects local traditions and values.
- Annemarie Hamlin, Vice President of Academic Affairs at Central Oregon Community College, stressed the importance of investing in regional centers (branch campuses) to serve students in their communities. “An important part of serving rural communities is having an asset mindset and viewing the skills and knowledge students bring with them to college as valuable resources.” Starting fall 2025, the COCC Madras campus will offer a Medical Assistant and other Health Careers program as part of the Madras Campus expansion. COCC also offers multicultural and college prep programs tailored to Latinx (Ganas), Native American (Strive), and Black (Ubuntu) high schoolers. These programs introduce students to the college experience through academic, leadership, and cultural activities that better prepare them for the transition from high school to college.
- Zac Olson, Director of Admissions at Southern Oregon University, said that building data-sharing partnerships with regional school districts has been invaluable for reaching out to underserved populations. “Our agreement with school districts provides contacts so we can reach out to invite students to participate in SOUs Pre-college Youth Programs. Through data-sharing, we are able to reach students earlier (middle school) to share info about going to college.” Programs like Pirates to Raiders, Konaway Nika Tillicum, and Faculty Ambassador Programs—in addition to more traditional programs like dual enrollment and Early College Credit--help students become familiar with college at an early age.
Resources for Common Course Numbering Webpage
As issues related to Common Course Numbering (CCN) arise and are addressed, HECC updates the Resources for Common Course Numbering webpage to reflect decisions and new information. Here are some highlights that can be found on the revised and updated webpage.
2023 List of CCN Subcommittee Members. An updated list of subcommittee members for groups that met or are meeting during 2023. The updated list includes members on the new Gen Ed Subcommittee.
Reports & Memos. In June, Transfer Council approved deferring PSY 101 and MTH 254. The CCN Psychology Subcommittee submitted a Recommendation Report aligning PSY 201Z Introduction to Psychology I and PSY 202Z Introduction to Psychology II, which TC has recommended to the full HECC Commission for final approval (pending). The CCN Psychology Subcommittee also submitted a Minority Report with alternate solutions for alignment (not approved). Finally, the CCN Outcomes Assessment Subcommittee submitted a Recommendation Report outlining a Guiding Questions and Best Practices document for CCN outcomes writing (approved).
Transfer Council’s List of CCN Courses. The approved CCN course list for 2024 has been added to the Transfer Council’s List of CCN Courses. For information on submitting a nomination for membership on a 2024 CCN Subcommittee, see the Nomination Process CCN Subcommittees PDF.
Student Spotlight
by Katya Agatucci
Transfer student success stories.
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Alejandro Ortiz, pursuing a Bachelor’s Degree in Political Science/Minor in Business from Western Oregon University (WOU), expected date of graduation: 2024.
Q: Tell us about your transfer pathway. What was challenging, and what was helpful?
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A: My higher education path began when I expressed interest in Portland Community College (PCC) to a friend over a $7 torta from a local Mexican market. During my time at PCC, I was part of the College Assistant Migrant Program (CAMP), which was put in place to support students from migrant and seasonal farm worker backgrounds. My parents were part of a wave of migrant farm workers who moved up from Mexico to California and eventually settled in Oregon. Through CAMP, I received a stipend each term to help with textbooks and meal plans, and had a mentor that helped guide me. When it was time to transfer, I felt like I was well equipped and had the tools I needed to succeed.
At the start of COVID-19, I transferred to Oregon State University (OSU). Kennedy Schade, an advisor at WOU, helped put me on a successful academic pathway. Initially, I wanted to study business management to help migrants like my parents; however, I decided to switch my major to political science with a minor in business, which I believe will help me achieve my career goals. If I were to offer some advice to students, I would encourage them to keep in touch with professors, mentors, and advisors and maintain tight-knit connections because they can be resources for you in both times of stress and when applying for employment opportunities, internships, or scholarships.
Student Spotlight
by Katya Agatucci
Transfer student success stories.
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Oscar Tovar, AAOT (2023) from Central Oregon Community College, pursuing a BS in Psychology from the University of Oregon and working toward a career in clinical psychology.
Q: Tell us about your transfer pathway. What was challenging, and what was helpful?
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A: I was surprised that many students don’t know about scholarship opportunities like those from the Ford Family Foundation (FFF) and Oregon Office of Student Access and Completion (OSAC). Getting an FFF scholarship ended up being a deciding factor in my choice to transfer to the University of Oregon. I initially thought I bombed the interview for the scholarship. When I got the email telling me I received it, I almost crashed my car because I couldn’t believe it! Getting that money meant that I could afford college. I chose to study psychology because I’ve witnessed the damage that mental illness can cause. This made me want to help tackle the obstacles that these invisible disorders cause by making support readily available and letting students know that they are not alone and that there are people who will strive to assist them.
My one critique of the college application process was that it seemed impersonal and based solely on my GPA and grades, which made it seem that colleges didn’t care about me as a person. Fortunately, I had great advisors at both COCC and the U of O. I advise students who need help with the transfer process to contact the university they want to attend. I also want to encourage students to create a strong support system (friends or family). My support group navigates everything together. Finally, I would encourage students to get to know their professors, which has opened up many opportunities for me personally.
To submit a student for a future Student Spotlight, contact Jane Denison-Furness at jane.denison-furness@hecc.oregon.gov
Featured Resources on Supporting Rural Students
Barrett, B., Bevevino, D., Larkin, A., & Wyner, J. (2023). Rural community college excellence: A guide to delivering strong opportunity for students and communities. Lumina Foundation.
Chakarabata, M. (2023). What a decline in rural colleges means for rural communities. [Audio podcast episode]. In On point. National Public Radio.
Ford Family Foundation. (2021, February). Supporting rural students in Oregon in high school and beyond: A study of college enrollment, persistence, transfer, and completion outcomes.
Harris, A. (2019, July 1). The education deserts of rural America. The Atlantic.
Hillman, N. (2019). Place matters: A closer look at education deserts. Third Way.
Hillman, N. & Weichman, T. (2016). Education deserts: The continued significance of “place” in the twenty-first century. American Council on Education Center for Policy Research and Strategy.
Jain Family Institute. (2019, December). Unequal and uneven: The geography of higher education access. [Infographic].
Jesse, D. (2020). 60 miles from college: Lack of education, a way out of poverty, could ‘kill rural America'. Detroit Free Press.
Kelderman, E. (2023). Virtual forum: Overcoming the enrollment challenges facing rural colleges. [Webinar].
Post-secondary pathways: Education deserts. The Hunt Institute.
Swaminathan, A. (2020, February 20). ‘Education deserts’ are a ‘staggering’ problem, and for-profit colleges are taking advantage. Yahoo! Finance.
Virtual forum: Overcoming the enrollment challenges facing rural colleges. The Chronicle of Higher Education.
Transfer Council: Common Course Numbering
CCN Faculty Subcommittees and the Outcomes Assessment Subcommittee will reconvene early fall 2023, when faculty are back on contract. CCN Systems & Operations continue to meet regularly, as needed (see the Public Meeting webpage for information on all scheduled CCN meetings). The new CCN General Education Subcommittee will also begin meeting once faculty are back on contract.
For more on Common Course Numbering (CCN) in the State of Oregon, visit the HECC’s Resources for Common Course Numbering webpage.
Transfer Council: Major Transfer Maps Update
MTM Subcommittees will reconvene early fall 2023, when faculty are back on contract.
At its August 2023 meeting, the Higher Education Coordinating Commission (HECC) approved new rules regarding the development and implementation of transfer pathways for Oregon postsecondary students. These pathways are called Major Transfer Maps, or MTMs.
Join in the Public Process
Fall 2023 Transfer Council Public Meeting Schedule
Transfer Council welcomes public comment on public meetings relating to transfer. Sign up for public meeting notices here to receive final meeting dates and links to agendas, supporting documents, etc. Upcoming meeting dates are listed below:
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Transfer Council: September 28, 2023, 10 am to 12:30 pm; November 15, 2023, 10 am – 12:30 pm; December 14, 2023, 10 am t0 12:30 pm.
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Transfer Council Subcommittees: TBD; Subcommittees are not meeting until faculty are back on contract fall 2023.
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