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6 Transfer from Community Colleges to Four-Year Institutions
Pages 35-40

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From page 35...
... • vidence-Based Innovation Consortia (EBICs) could create networks of E relationships among community colleges, universities, and open education resource practitioners to support the adaptation and adoption of evidence based innovations.
From page 36...
... By working with community colleges, universities, and open education resource practitioners, EBICs could create networks that would support the adoption and adaptation of evidence-based innovations. These networks would include agencies, organizations, industry, foundations, and others interested in specific topics, such as the reinvention of the mathematics curriculum.
From page 37...
... DISCUSSION Discussions on transfer issues during the summit centered on two broad issues -- pathways and partnerships. As opposed to the traditional image of a pipeline leading from K-12 education through college to graduate school and a career as a scientist or engineer, the concept of "pathways" is more appropriate for community colleges.
From page 38...
... Becky Packard observed that by the time community college students decide to become science or engineering transfer students, it may be too late, because they are already so far behind in taking the prerequisite courses that are needed to transfer. Students can become excited about physics and then get a reality check when they realize that they cannot major in the subject at a four-year school.
From page 39...
... He also observed that community colleges may need to examine their curricula and instruction as more students who enter these institutions take Advanced Placement and International Baccalaureate courses while in high school. Geri Anderson from the Colorado Community College system raised the issue of the metric used to evaluate workforce training programs by the U.S.
From page 40...
... Steve Slater from the Great Lakes Bioenergy Research Center at the University of Wisconsin–Madison pointed out that many universities do not view bringing in students from community colleges and helping them succeed as a high priority, which means that it is particularly hard to get junior, pre-tenured faculty involved in such efforts. Tom Bailey from Teachers College, Columbia University, said that community colleges need coherent programs that span institutions if students are going to be able to transfer successfully.

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