Minnesota State Colleges and Universities Discipline/Department Meeting
Hennepin Technical College, Brooklyn Park, April 11, 2003

Law Enforcement Report Summary
Facilitators: John Parham, Jeralyn Jargo, Betsy Ingram-Diver

Transfer issue/problem one:

Transfer must occur at the faculty level and through the faculty

Strategy(s) to address transfer issue/problem one:

1)  Organize a department/discipline meeting in conjunction with the state wide POST meeting to continue the dialogue

2)  Formalize a representative group to continue the dialogue

3)  Utilize the technology to extend the conversation through web-based discussions

4)  Communicate the activities to the group attending but also, include ALL MnSCU programs in the communications regarding transfer issues

5)  Strive for consistency of policy and practice regarding transfer

6)  Continue to address the turf and institutional culture issues

7)  Continue dialogue on “upper division” course needs by content and or % of program of study

 

Transfer issue/problem two:

Transfer must address the General Education/Liberal Studies/Mn Transfer Issues

Strategy(s) to address transfer issue/problem two:

1) Examine the program defined gen. eds in comparison to those identified by the Mn Transfer

2)  Implement transfer strategies that include all possibility of student movement: 

            4 year to 4 year; 4 year to 2 year; 2 year to 2 year or 2 year to 4 year

3)  Address the requirements of the bachelor’s vs. the certificate program of study

4)  Consider joint development of courses that cut across program lines

5)  Consider agreement on the acceptable “gen. eds” across all program lines

6)  Formalize continued review of these gen. ed/ liberal study issues

7)  Review the program requirements for the AA, AS, AAS for the best match to student needs. 

 

Transfer issue/problem three:

Need for Accurate and Available information for Students.

Strategy(s) to address transfer issue/problem three:

1)  Need to gather, record, and disseminate accurate information of the students.

2)  Reward faculty for student advising

3)   Provide information for college personnel who also advise

4)  Assign single “expert” for student advisement for each program

5)  Build requirements using technology such as eFolio

6)  Develop a clear career pathway for students with want the Bachelor’s degree or the certificate or both-What are the options?  What are the drawbacks?

7)  Foster student responsibility and accountability for their individual future plans.

8)  Any strategy must balance the convenience, necessary skill development plans, and the program integrity. 

9)  Consider occupation wide communication brochure or online marketing