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Building Inclusion: Home

ALA Presentation - Building Inclusion: How can research instruction at two-year colleges help students successfully transition to the university?

 

Building Inclusion:

How can research instruction at two-year colleges

help students successfully transition

to the university?

 

Presented at the

American Library Association

Annual Conference

June 23, 2018

New Orleans, LA

Authors

Peggy L. Nuhn, M.L.I.S.

UCF 'Connect' Librarian at Seminole State College
University of Central Florida
Orlando, FL
Peggy.Nuhn@ucf.edu   

 

Karen F. Kaufmann, M.L.I.S. 

Faculty Librarian, Research and Instruction

Seminole State College of Florida
Sanford, FL
kaufmannk@seminolestate.edu

        

Rachel Mulvihill, M.L.I.S.

Department Head
Teaching & Engagement
University of Central Florida
Orlando, FL
Rachel.Mulvihill@ucf.edu

       

Morgan Tracy, M.L.S.

Director, College Libraries
Seminole State College of Florida
Sanford, FL
tracyma@seminolestate.edu

 

 

Abstract

Commonly known as the '2 + 2' system, the robust 28-member Florida College System's Statewide Articulation Agreement guarantees that 60 credit hours earned as part of an Associate in Arts (A.A.) degree will transfer to a four year institution.  This transfer of credits, including a block of 36-hour general education credits, enables many Floridians to affordably and conveniently complete their baccalaureate degree.  In addition, Florida colleges also offer a number of two-year career-specific A.S. degrees enabling students to seek employment immediately upon graduation.

As librarians - two of us representing Seminole State College which is a major source of transfer students to the University of Central Florida, and two of us representing the University of Central Florida - we questioned whether Florida's two-year colleges are adequately preparing A.A. degree students (i.e, those who anticipate transition to the State University System) to be successful in research assignments.

College faculty librarian involvement with and access to this potential transfer population is limited and takes place primarily through information literacy instruction 'one shot' classes.  UCF's instruction for first and second year students is primarily offered through one of two online modules.

First, we needed to find out what expectations regarding information literacy the university had for 'native' students in their first two years.  Then, we began to explore ways to ensure that the potential transfer students receive commensurate instruction to support their university success. 

UCF's "DirectConnect" Articulation Agreement

The University of Central Florida has an enhanced articulation agreement, meaning that students can select UCF by graduating with an A.A. from one of UCF's partner colleges.  Florida's statewide agreement guarantees attendance at a state university, but not necessarily the student's first choice of university - DirectConnect is a direct pathway from partner colleges to UCF.

 

2017-18, UCF's Top DirectConnect Transfer Institutions:

Valencia College -- 37.5 percent of UCF's transfer student population

Seminole State College -- 11.2 percent of UCF's transfer student population

Eastern Florida State College -- 6.1 percent of UCF's transfer student population

Daytona State College -- 4.4 percent of UCF's transfer student population

Lake Sumter State College -- 2.5 percent of UCF's transfer student population

 

Data from UCF's Foundations of Excellence Transfer Initiative

Implications Beyond Florida: Other States with Statewide Articulation Agreements

Thirty-two states have Statewide Articulation Agreements -- but even those who do not have statewide agreements may have individual partnerships or agreements between specific universities and nearby colleges.