UC plans to streamline transfers


Santa Monica College is the top transfer college in California.

Streamlining transfers will expand opportunity and improve diversity at the elite University of California system, concludes a new UC report, Preparing California For Its Future.  In addition to improving counseling and the transfer experience, the report calls for creating and aligning  systemwide pre-major pathways with corresponding Associate Degrees for Transfer and adopting common course numbering, “where appropriate.”

Associate Degrees for Transfer create a “single clear degree pathway,” said the Campaign for College Opportunity. The California Community Colleges (CCC) and the second-tier California State University system have laid the groundwork.

(UC) must eliminate the confusion and complication experienced by students hoping to transfer by getting rid of the varying requirements from campus to campus, even for similar majors. Simplifying transfer makes each of the other challenges raised in this report easier to address including outreach, counseling, guidance, and use of technology.

Unfortunately, many of the recommendations to streamline transfer end with “where possible” and “where appropriate.”

The report also calls for seeking transfers from a wider array of community colleges, reports the Los Angeles Times.

Santa Monica College and Los Angeles Southwest College are only 13 miles apart but have an immense gap when it comes to transferring students to a University of California campus, a new report says. Santa Monica sent 783 students last year, by far the most of 112 community colleges in the state, while Southwest sent just four, among the lowest.

. . .  just 19 colleges sent half of all the 13,999 community college transfers to UC campuses last year and 93 other schools made up the other half, the UC study said.

Improving the transfer pipeline is a priority, said UC President Janet Napolitano. Transfer students, she said, “are an important part of UC’s strength as an engine of social mobility for our state,” she said. “Put simply, if we are serving transfers well, then we are serving the state well.”

Changing Equations on remedial math

Redesigning remedial math can improve community college completion rates, concludes Changing Equations. Pamela Burdman wrote the report for LearningWorks, an Oakland-based nonprofit. Some community colleges are stressing statistics and quantitative reasoning over intermediate algebra for non-STEM students.

Early results – including a dramatic jump from 6 to 51 percent in the proportion of students completing college-level math in their first year of college — are lending credence to the theory that the alternative pathways are better tailored to academic majors that don’t require intermediate algebra. About a quarter of California’s 112 community colleges, as well as numerous colleges in at least a dozen other states, have begun to develop these alternatives for non-STEM (science, technology, engineer, and math) students.

Intermediate algebra is a major barrier to graduation, the report finds. Most entering community college students place into remedial math. Eighty percent fail to complete the sequence and pass college-level math.  remedial math

Half of Blacks and Latinos start community college with very weak math skills. Only 6 percent of students who place into the lowest remedial math level will pass a college-level math course within three years.

“We need to think hard about how remedial math sequences can best serve students who don’t want to become scientists or engineers,” says Linda Collins, executive director of LearningWorks.

California is accelerating remediation in math and English, but transfer policies are getting the way, reports Paul Fain on Inside Higher Ed.

A faculty-led group called the California Acceleration Project has helped 42 of the state’s community colleges offer redesigned, faster versions of remedial math and English tracks. But the group’s co-founders said they would be able to make much more progress if the University of California changed its transfer credit requirements.

Myra Snell, a math professor at Los Medanos College, created Path2Stats to move remedial students quickly to college-level statistics. Her students “were more than four times as likely to complete college-level math as their peers in traditional remedial sequences,” writes Fain.

Currently 21 community colleges offer similar math courses.

But UC requires transfers to take intermediate algebra. Accelerated math doesn’t include enough algebra, according to UC.

Digital learning expands access

Digital learning is expanding higher education options for California students, reports the  San Jose Mercury News.

Estela Garcia, a working mother from Menlo Park, attends class at her kitchen table after she puts her daughters to bed; Tim Barham, a UC Berkeley senior, takes statistics at home after a day at work; and Oakland teenager Sergio Sandoval studies a college course while in high school.

“I think this is the single most transformational thing that could occur in higher education in decades,” said Ron Galatolo, chancellor of the San Mateo County Community College District.

With the urging of Gov. Jerry Brown, California’s universities are expanding online options. The University of California, whose campuses offer more than 2,500 online classes, may require undergraduates to take 10 percent of classes online. As soon as this summer,
San Jose State University and Udacity, a Mountain View-based company, “could open for-credit math classes to all takers, at $150 each. Some 300 high school, community college and university students are in a pilot program to test the classes.”

Galatolo wants to work with Udacity to design refresher courses to help incoming students ace placement tests, avoiding the remedial “black hole.”

Estela Garcia and a former classmate, Kelsey Harrison, said their online coursework requires self-discipline.

Still, because of the relatively small size of the class, it was easy for them to reach their College of San Mateoinstructors when they needed help. That kind of communication between students and faculty is impossible in a course with thousands of students. Those courses rely on virtual study groups and crowd-sourcing — seeking answers from the whole universe of students.

A well-developed online class might reach struggling students better than a traditional one, said Ronald Rogers, the San Jose State professor who developed Udacity’s statistics course. Rogers said when he stands in a lecture hall and asks if anyone has a question, nary a hand goes up. The new platform inserts short exercises and quizzes into the lecture, prompting instant student feedback.

“Imagine being in a class where if every minute and a half, the teacher shut up and asked if you got it,” he said.

Online courses helped Tim Barham transfer from a community college to Berkeley a year early. Now at Cal, the legal studies major is taking statistics online. Otherwise, he said, “I would have had to graduate later or cut down on work hours, which I can’t afford to do.”

Older students are looking for ways to combine credits earned in many ways to complete a degree, reports the New York Times. New Jersey’s Thomas Edison State College, a pioneer in flexible, low-cost degrees, is growing rapidly. So are Charter Oak State College in Connecticut and the private, nonprofit Excelsior College in New York.  “The idea of measuring students’ competency, not classroom hours, has become the cornerstone of newer institutions like Western Governors University,” the Times adds.

Pilar Mercedes Foy, 31, a Thomas Edison graduate whose parents did not go to college, said after she got an entry-level job at PSEG, the New Jersey energy company, she realized that she would need a degree to advance. She earned the bulk of her credits through heavily subsidized evening classes offered at work, supplemented by classes at Union County College and 12 credits from the CLEP Spanish exam.

Foy didn’t borrow a penny.

David Esterson, 45, of Whittier, Calif., started taking college classes in high school and attended the University of Washington for a year. After working for years as a photographer and starting a music business, he decided to complete his degree three years ago. He took online courses at the University of Minnesota and the University of Phoenix and at several California community colleges, before earning a bachelor’s degree in liberal studies from Thomas Edison. He’s now enrolled in two graduate programs.

The end of a transfer guarantee

High-achieving community college students in the San Diego area have been guaranteed a spot at University of California in San Diego. No more. UCSD will end the transfer guarantee for students at Palomar, MiraCosta and other community colleges, reports the North County Times.

The transfer admission guarantee, or “TAG” agreement, allows community college students with grade point averages of 3.5 or better to secure guaranteed admission to UCSD, as long as they meet certain deadlines and coursework requirements.

However, citing increased competition among transfers and a funding shortfall, university officials said they will discontinue the agreement in 2014. Community college students can still apply to transfer to the university, but won’t receive guaranteed admission through the program after that year.

Eight UC campuses currently offer transfer guarantees, though the requirements vary from a minimum GPA of 2.8 to 3.0 for UC Merced, to 3.5 for UCSD. The state’s higher education system is suffering from high demand and less state funding.

UC eyes 3-year degrees, online classes

To get more brains for the buck, the University of California should encourage more students to graduate in three years and create more online classes, concludes a report from UC’s Commission on the Future, reports the Los Angeles Times. The report also urges enrolling more out-of-state students, who pay higher tuition.

The UC panel also called for removing roadblocks to timely graduation and urged campuses to review required courses “to ensure that they are not overly burdensome.”

Many faculty members oppose expanding online classes, arguing “it would lower educational quality and make the university too impersonal,” reports the Times. “A compromise was reached earlier this year with a plan to raise $6 million in private donations to launch 40 online undergraduate courses, an experiment that could be widened later.”