Research

Research Implications


Implications for Phase 1

  • Reach agreement among pilot institutions on the data to be collected on Passport students. Passport institutions must put in place a student tracking mechanism and may have to make adjustments to their institutional research systems and/or processes to accommodate this new mechanism.
  • Establish clear guidelines on the data to be tracked – frequency, reports, reporting responsibility, repository, etc. – for existing and prospective Passport participants.
  • Identify and capitalize upon existing block transfer agreements between pilot states (if any exist) that are related to completion of general education to forge Passport agreements between those institutions.
  • Identify the pilot states that will implement the Passport agreement via procedure vs. policy.

Implications for Phase 2 (subject to additional funding)

  • Identify prospective states for Phase 2—adopters of the LEAP Essential Learning Outcomes or states with outcomes-based policies on the gen ed core.
  • Develop Passport learning outcomes and proficiency levels for remaining lower division general education areas: humanities, social and behavioral sciences, computer technology, and physical natural sciences
  • Conduct periodic reviews of the Passport learning outcomes and proficiency levels for lower division general education core.
  • Identify and capitalize upon existing block transfer agreements between Phase II states  that are related to completion of general education to forge Passport agreements in those institutions.
  • Request and analyze data on a second cohort of WICHE students to identify transfer patterns and to compare and contrast to Fall 2006 cohort data.
  • Find data that show if/how often students repeat courses after transfer.
  • If possible, determine the extent to which four-year institutions apply transfer credit in lieu of their own courses. (Four-year institutions mostly accept the transfer credit, but may not apply that credit directly toward specific degree requirements.)

Implications for End of Phase II or After

  • Project assessment: Identify and analyze number of Passport students, originating and destination states, sending and receiving institutions, GE completion status at point of transfer, graduation status.
  • Determine to what degree the Passport (1) streamlines the transfer process, and (2) enables students to graduate sooner.
  • If possible, determine if a Passport transfer student would have received the same treatment and gen ed evaluation through standard transfer articulation policy.
  • Conduct continued faculty review to keep Passport learning outcomes and proficiency criteria aligned to curricular changes at all the different schools.
  • Conduct continued review of gen ed core policies in the WICHE states.
  • Identify additional WICHE states that align gen ed core to the LEAP Essential Learning Outcomes.