Wednesday, June 17, 2015

UC moving to simplify student transfer requirements


UC moving to simplify student transfer requirements


 
May 31, 2015 | By Michelle Maitre | 

The University of California is working to simplify its transfer process, aiming to quell confusion for community college students struggling with differing requirements and responding to a push from state leaders.
Faculty leaders at UC’s nine undergraduate campuses are expected to sign off in coming months on simplified transfer requirements for 10 of the system’s most popular majors, and similar requirements for an additional 11 majors are expected to be finalized by the end of the calendar year.
The changes will eliminate a barrier facing community college students looking to transfer into UC: Lower division coursework in specific majors isn’t universally accepted at all UC campuses. A biology student, for instance, might find that her lower-division credits count toward a biology major at one UC campus, but that she may need additional courses for the same major at a different campus.

UC’s Academic Senate has been working to align the coursework more closely, so that community college classes tied to specific majors will be accepted at all UC campuses.

“We’re trying to make it easier for students to navigate the application process to apply to a variety of UCs, so that the requirements or expectations are similar across campuses,” said Ralph Aldredge, chair of the system’s faculty-led Board of Admissions and Relations with Schools, which oversees policies relating to undergraduate admissions.

UC President Janet Napolitano identified improving transfer as one of her priorities after her appointment in 2013 and created a task force to study ways to improve the process. The group’s resulting report identified streamlined major requirements as a key step to meeting UC’s goal of having one-third of its incoming students start as transfers by 2017-18.

“We want to make sure there’s a clear path to UC just like there is to CSU,” said Mary Gilly, chair of the UC Academic Senate.
At the same time, the university system is facing pressure from state leaders, including Gov. Jerry Brown, who are pushing California’s higher education segments to coordinate and simplify the transfer process. Such efforts can help students graduate faster and hold promise in increasing diversity at four-year universities. About half of the state’s community college students are black or Latino, groups that are underrepresented at UC.

Completing lower-division requirements at a community college is also cost-effective, Brown noted.

“Attending a community college for two years before transferring to UC can result in $25,000 of savings for a student in tuition and fees alone,” Brown wrote in his revised May budget proposal for the coming year.

UC’s work is also following in the steps of streamlined transfer programs developed jointly by California’s community college system and the California State University. Prompted by a 2010 state law, the systems created transfer degrees that are accepted at all 23 CSU campuses. A community college student who completes one of the transfer degrees is guaranteed acceptance as a junior into CSU, although not necessarily at their first-choice campus.
 
In his May budget revision, Brown tied his proposal to increase UC funding in coming years to a commitment from the university to continue to improve transfer rates. Brown specifically highlighted the system’s work to streamline “transfer pathways” in its most popular majors. The pathways should be “closely aligned” to the associate degrees for transfer in place at CSU, Brown wrote.



UC TRANSFER ACTION TEAM REPORT

UC transfer applications from California residents have declined.
 
Indeed, UC’s transfer task force report suggested that competition from the transfer degrees could be one reason fewer California residents are applying to transfer into UC. Since 2011-12, UC has seen a 9 percent drop in the number of transfer applications from California community college students, the report said.
One cause for the decline could be “that the complexity of the (UC) admissions process is simply too onerous and that prospective applicants are attracted to the admission guarantees” offered by the transfer degrees, the report said.

The state’s Legislative Analyst’s Office expressed initial concern that the transfer degrees weren’t being developed quickly enough, but the popularity and scope of the degrees continues to grow.

Community colleges conferred some 12,000 of the transfer degrees in 2013-14, more than double the previous year, and more than 7,000 of those students enrolled in CSU to complete a bachelor’s degree, according to figures released in February. Community colleges now offer 1,729 different associate degrees for transfer and are on track to reach 1,976 degrees by Aug. 31, said Pam Walker, California Community Colleges vice chancellor of academic affairs.
 
UC’s efforts to streamline the lower-division major requirements will cut down some of the confusion in the transfer process and will help UC attract students, said UC Academic Senate Chair Mary Gilly.

“The (transfer) degrees have become kind of the way community college students think about transfer, and we don’t want to miss out on the best and the brightest,” Gilly said. “We want to make sure there’s a clear path to UC just like there is to CSU.”

The 21 major pathways UC is developing represent the most popular majors pursued by transfer students and cover about 85 percent of the transfer applications, said Gilly, a UC Irvine management professor.
The first 10 majors now pending faculty approval are in biochemistry, biology, cell biology, molecular biology, chemistry, physics, math, anthropology, economics and sociology. Faculty groups will convene again in October to begin the process for developing an additional 11 pathways in business administration, electrical engineering, history, political science, communications, English and English literature, mechanical engineering, psychology, computer science, film and philosophy.
Once completed, UC will inform students of the changes through a dedicated website, Gilly said, as well as traditional counseling channels.

The clearer requirements are also expected to ensure that transfer students are better prepared to enter UC, with an expectation they will complete a bachelor’s degree within two years, said Aldredge, a mechanical and aerospace engineering professor at UC Davis.

We’re saying these are the recommended courses (students) should take that would make them attractive to multiple UCs,” Aldredge said. “… Sometimes those (course) expectations might be higher than they might have been in the past.”
UC, however, is not offering an admission guarantee like that offered by CSU. But transfer applicants are evaluated for admission using UC’s comprehensive review process, which evaluates students on a range of criteria including grades, courses taken, life experiences and more.

 
GOING DEEPER

Preparing California for its Future, 2014 UC Transfer Action Team report

More information on UC transfer programs

More information on the associate degree for transfer program at CSU

Several UC regents, including Regent Eloy Ortiz Oakley, encouraged officials to evaluate whether an admission guarantee could be offered.

“If we look at the experience for CSU and the associate degree for transfer, it’s created tremendous opportunities in families and in communities where college-going was not a (dinner-table) conversation,” Ortiz Oakley said during the regents’ May 21 meeting in San Francisco. “I think we can stretch this to create a guarantee.”

Michele Siqueiros, president of the Campaign for College Opportunity, which was a key sponsor of Senate Bill 1440, the bill that created the transfer degrees, said UC’s efforts are a step toward improving transfer rates and diversity in the system. The campaign on Thursday released a new report highlighting the dismal college attainment rates among African-Americans, noting that at least two-thirds of black applicants were denied admission to six of UC’s nine undergraduate campuses.

“The single biggest way (UC) would have improved diversity was to implement the associate degree for transfer,” Siqueiros said. “Having the governor also affirm that and move UC in that direction is incredibly positive in our view. It really provides students and families with a greater sense of understanding of what it takes to transfer.”

“You should not have to have a master’s degree to figure out how to transfer.”


Michelle Maitre formally covered college and career readiness. Sign up here for a no-cost online subscription to EdSource Today for reports from the largest education reporting team in California.

Tuesday, February 1, 2011

Emailing Your Professors: Tips for Students by Larry Trask

Emailing Your Professors: Tips for Students

“Emails are typically hasty…(but) when you are writing a serious email, absolutely the last thing you should be trying to do is to save yourself a little time.”
(Larry Trask, “How to Write Effective Emails,” Penguin Books)

The email message below provided some of the inspiration for this handout:

Hey Prof, this is nick from your bio class, i managed to set my alarm wrong and missed the test today, is it pocipal for me to take it at a difrent time. i work at night and have never functioned properly in the morning. Also, what may i do to make up the absences I have in the the class, and help would be greatly apreciated. life has been a little crazy for the past couple months. thank you-nick.

So what would a good email to a professor look like?

Hi Professor Smith,

I’m reading the Palumbi article “Humans as the World’s Greatest Evolutionary Force” and I’m not sure which section of the lecture material this relates to. Can you lead me in the right direction? Thanks.

Amy Jones, Bio 215, MWF 12:00

Consider any email to a professor a serious, business-type communication that requires a different and more formal approach than the casual emails that you “shoot” to your friends. The following tips are modified from Michael Leddy (http://mleddy.blogspot.com/2005/01/how-to-e-mail-professor.html)

ALWAYS include the course number in your subject line. “Question re Bio 361” is clear and sounds genuine, while “a question” looks like spam.
Reply with History. Include the previous emails with your response as long as the subject remains the same, so it will be immediately evident what has been discussed. When the subject changes, start a new email with a new subject-line.
This is not text messaging. Use upper case letters where appropriate, and ask politely. “I can’t make any of your office hours. Will it be convenient for me to come by on Tuesday, October 17th, at 8:30am?” is a lot better than “I need to meet u at a different time.”
Write from your university email account (if possible). That immediately lets your professor see that your email is legitimate and not spam. A cryptic, cutesy, or salacious personal email address that might be okay when you send an email to a friend is not appropriate when you are writing to a professor. Consider, in light of this advice, the following examples:

An email from “qtpie2008” with the subject line “question” or an email from a university account with the subject line “question about Biology 205 readings.”

Which one looks legitimate? Which one looks like spam?

Choose an appropriate greeting. “Hi/Hello Professor [Blank]” is always appropriate. Substitute “Dear” if you have ended up writing a letter, leave out “Hi” and your tone is too brusque.
What should a student call a professor? Some people like “Doctor;” some don’t. Some professors don’t have doctoral degrees. Professor, in the absence of any other guideline, is a good choice.
Proof read what you’ve written. Use spell check. If your email does not have spell check, then copy and paste your text into a word document that does have spell check, make the corrections, and then paste the text back into your email.
Sign with your full name, course number, and meeting time. For example, Maggie Smith, Biology 215, MWF 1pm. Signing is an obvious courtesy, and it eliminates the need for stilted self-identification (“I am a student in your such-in-such class”).
Don’t ask questions that require lengthy answers. Questions that require lengthy answers are best asked in person during office hours.

How to Add a Closed College Class

How to Add a Closed College Class (aka “Crashing”) created by Scott Brewer, SBCC Academic Counselor


Every college student will find themselves needing a class that is closed. You still have options for getting into that class. The key is to communicate with the instructor and to make a request that is likely to be accepted. Here’s how:

Start Early. Contact the instructor before classes begin. Find out the instructor’s email, voicemail and/or office location. You can usually find this info on the college’s web-site or in their catalog.
Be courteous. You are asking for a favor and the instructor is under no obligation to add you. Thank them for considering your request. Address them as, “Professor” and strike a professional tone (no text/IM style here).
Be specific and brief. Request the exact course (section number, dates and times) you would like to add. Briefly describe the reasons you would like to add the course. If you have a good reason for not registering before the class closed, mention it.
Project commitment. Instructors want hard-working and motivated students in their classes. Establish yourself as such in your communication. Lazy students who simply waited till the last minute have less of a chance of getting in.
Attend early the first day. If you can’t contact the instructor in advance or you do not hear back from them, go to the first class meeting. Arrive early. Ask the instructor if s/he will be accepting adds. If the answer is yes, ask if you can be put on the add list. If not, politely excuse yourself and move on to the next potential class.
Be persistent. If the instructor expressed a chance that you may add, tell him/her that you would like to keep attending for a space that may become available. Often one or more students will drop the course and you may end up with a spot.
No whining. Do not insist or beg the instructor. It won’t get you anywhere and it’s embarrassing.
Show gratitude. If the instructor allows you to add the class, thank the instructor immediately. But perhaps the best way to give thanks is to be a positive, involved and hard-working student in the course.
Be responsible. If you are allowed to add the class late, take responsibility for catching up. Find out the instructor’s office hours and make the time for a visit to collect any class materials you have missed. Talk to other students to get notes on what you have missed.
Plan ahead. Next time, plan your registration so you are on the roster the first day and won’t have to go through the stress of adding.
Never show up in the middle or at the end of a class and ask, “Can I add your class?” This does not make you look like a dedicated student. It’s easy to say no to someone who hasn’t even bothered to be there on time.

Visiting Representatives

Santa Barbara City College Transfer Center
Visiting Representatives
Spring 2011 Schedule

Antioch University
January 26th
Tabling
9:00am until 1:00pm
Campus Center Patio




February 1st
Tabling
9:00am until 1:00pm
West Campus
February 2nd
Appointments
9:00am until 6:00pm
Transfer Center
February 8th
Tabling
9:00am until 1:00pm
Campus Center Patio
February 9th
Appointments
9:00am until 6:00pm
Transfer Center
February 15th
Tabling
9:00am until 1:00pm
West Campus
February 16th
Appointments
9:00am until 6:00pm
Transfer Center
February 22nd
Tabling
9:00am until 1:00pm
Campus Center Patio
February 23rd
Appointments
9:00am until 6:00pm
Transfer Center




March 1st
Tabling
9:00am until 1:00pm
West Campus
March 2nd
Appointments
9:00am until 6:00pm
Transfer Center
March 8th
Tabling
9:00am until 1:00pm
Campus Center Patio
March 9th
Appointments
9:00am until 6:00pm
Transfer Center
March 15th
Tabling
9:00am until 1:00pm
West Campus
March 16th
Appointments
9:00am until 6:00pm
Transfer Center
March 22nd
Tabling
9:00am until 1:00pm
Campus Center Patio
March 23rd
Appointments
9:00am until 6:00pm
Transfer Center




April 5th
Tabling
9:00am until 1:00pm
West Campus
April 6th
Appointments
9:00am until 6:00pm
Transfer Center
April 13th
Appointments
9:00am until 6:00pm
Transfer Center
April 19th
Tabling
9:00am until 1:00pm
Campus Center
April 20th
Appointments
9:00am until 6:00pm
Transfer Center
April 27th
Appointments
9:00am until 6:00pm
Transfer Center




May 3rd
Tabling
9:00am until 1:00pm
West Campus
May 4th
Appointments
9:00am until 6:00pm
Appointments
May 10th
Tabling
9:00am until 1:00pm
Campus Center Patio
May 11th
Appointments
9:00am until 6:00pm
Transfer Center






UC Santa Barbara
February 2nd
Appointments
12:00pm until 4pm
Transfer Center
February 16th
Appointments
10am until 2:30pm
Transfer Center




March 2nd
Appointments
12:30pm until 4:30pm
Transfer Center
March 16th
Appointments
12:00pm until 4:00pm
Transfer Center




April 6th
Appointments
12:00pm until 4:00pm
Transfer Center
April 20th
Appointments
10:00am until 2:30pm
Transfer Center




May 4th
Appointments
1:00pm until 5:00pm
Transfer Center






UC San Diego
March 1st
Appointments
9:00am until 12:00pm
Transfer Center

International Student Admissions Presentation
12:00pm until 1:00pm
TBA






CSU, Channel Islands (International Student Rep)
February 10th
Tabling
12:30pm until 1:30pm
Campus Center Patio

Appointments
1:30pm until 2:30pm
Transfer Center




March 9th
Tabling
12:30pm until 1:30pm
Campus Center Patio

Appointments
1:30pm until 2:30pm
Transfer Center




April 7th
Tabling
12:30pm until 1:30pm
Campus Center Patio


1:30pm until 2:30pm
Transfer Center




May 10th
Tabling
12:30pm until 1:30pm
Campus Center Patio

Appointments
1:30pm until 2:30pm
Transfer Center









CSU, Northridge
February 16th
Appointments
10:00am until 3:00pm
Transfer Center




March 22nd
Appointments
10:00am until 3:00pm
Transfer Center




April 21st
Appointments
10:00am until 3:00pm
Transfer Center






Brandman University
January 26th
Tabling
10:00am until 3:00pm
Campus Center Patio




February 15th
Tabling
10:00am until 2:30pm
West Campus

Appointments
10:00am until 2:30pm
Transfer Center




March 8th
Tabling
10:00am until 2:30pm
Campus Center Patio

Appointments
10:00am until 2:30pm
Transfer Center




April 6th
Tabling
10:00am until 2:30pm
West Campus

Appointments
10:00am until 2:30pm
Transfer Center




April 27th
Tabling
10:00am until 2:30pm
Campus Center Patio








Cal Lutheran University
February 1st
Appointments
9:00am until 12:00pm
Transfer Center




March 14th
Appointments
1:00am until 4:00pm
Transfer Center







Academy of Art University
February 23rd
Tabling
11:00am until 2:00pm
Campus Center Patio

Monday, January 24, 2011

CSU Monterey Bay Ranks 4th in California for Racial Diversity

CSU Monterey Bay Ranks 4th in California for Racial Diversity Ethnicity backgrounds of about 4,200 students who attended California State University, Monterey Bay in Spring 2010, according to the school’s Institutional Assessment and Research.White: 2,099; 50 percent Latino American: 1,105; 26 percent Asian American: 231; 6 percent Two or more: 181; 4 percent African American: 165; 4 percent Pacific Islander: 31; 1 percent Native American: 29; 1 percent Other/decline: 357; 9 percent Source: http://www.thecalifornian.com/article/20100819/NEWS12/8190310/California-State-University-Monterey-Bay-ranked-fourth-in-state-for-racial-diversity