EXHIBIT D

Oregon Transfer Module

OVERVIEW - What is it:

The Oregon Transfer Module (OTM) is a one-year “module” that fulfills a set of general education courses which students across the state can transfer to any public college or university in Oregon. The OTM guarantees that the transfer courses will be received under the same categories as they were earned (so a history course that was a social science at the college certifying the OTM will be received as a social science course at the receiving college even if the college might have considered it in a different category. The OTM was approved at all 17 community college campuses and at the seven OUS universities for fall 2005-06 academic year.

The OTM is equivalent to three academic quarters, or a standard academic year, and students must have a grade of “C-” or better and a minimum cumulative GPA of 2.0 at the time the module is posted. The Module includes courses in college-level composition/writing; speech/communication; mathematics; arts and letters; social sciences; science/math/computer science, including at least one biological or physical science with a lab; and electives, to bring the total credits to 45.The OTM is particularly useful to students uncertain of their eventual major and which institution they will choose to complete their degree program. This common general education foundation, while not addressing a student’s major requirements, builds a foundation of coursework acceptable at all Oregon publicly-funded post-secondary institutions.

What is working:

  • It is available at all 24 public colleges and universities.
  • It is on all 24 websites.
  • It will be in all 24 catalogs for 06-07 academic year.
  • It is being used as a “model” to review and revisit the AAOT.
  • It provided the key “academic learning categories” for the General Education Outcome work underway.
  • It is a student-centered approach to addressthe issue of lost credits when transferring from a community college to a university, and within the same 2-year or 4-year sector. When students lose credits, they also lose valuable time, money, and momentum towards a degree. The Oregon Transfer Module retains the value of hard-earned credits, helping Oregon’s diverse students reach their college goals faster, better and at less cost.
  • The OTM aligns with the student enrollment patterns that are occurring across the state. Fewer students today obtain their degree at the same institution at which they began their studies. Instead there is multi-directional movement, with students taking some courses at community colleges, some at 4-year institutions, or a combination of the two, and also using distance learning options from campuses hundreds of miles from their homes. This module connects all the learning into a transferable core.
  • The OTM guarantees that the transfer courses will be received under the same categories as they were earned.

What is hindering:

  • Lack of knowledge that the OTM is available.There is minimal clear communication to students provided by college or high school counselors about when the OTM might be appropriate to the students situation or goals.
  • Not enough information directed to students who are undecided about their majors. Each institution handles “undeclared” or “exploratory” students differently. Providing the best advising for these students requires a variety of academic support services which are limited at both the OUS and community college levels due to funding.
  • Not enough high school, college and other advisors sharing the option is available.
  • More consistent marketing by all sectors.
  • It is not being used as a policy framework for all the high school acceleration options. Having the OTM be the policy framework for acceleration could link AP, IB, and dual credit.
  • There have not been many OTM awarded and thus the process and benefits are still being discovered.
  • College and universities have different residency requirements to award the OTM.

What could be done for more of a breakthrough:

  • This could be the “transition” link pin that the Adleman research suggestson student success in transitioning from secondary to post secondary.
  • This could be the high school framework for acceleration. All the AP, IB and many of the dual credit could fit into this framework.
  • Joint marketing for those attending post secondary.
  • Joint training for HS, college and university advisors to use the OTM as a starting point.
  • Use as part of the high school new diploma requirements as an option for students.

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