Transfer Data Guidebook for Tribal Colleges and Universities - December 2023

DECEMBER 2023

GUIDEBOOK INTENT

This guidebook is intended to assist Tribal Colleges and Universities (TCUs) by providing a foundational understanding of transfer processes and supporting them in developing meaningful transfer data practices. It provides practical information, tips, and strategies that TCUs can use to deal with transfer data dynamics at their institutions. By establishing proactive, intentional, and supportive transfer data systems, TCUs can help transfer students navigate the transition from one institution to another and provide targeted support to students. These systems can also provide valuable insights and analysis of transfer student data, helping TCUs identify opportunities for improvement. By collecting and tracking transfer student data, institutions can develop a better understanding of the transfer process, including the challenges and barriers that students face. While data is a valuable tool, it cannot guarantee sufficient support on its own. Campus administrators, support staff, faculty, and data professionals must collaborate and work together to ensure effective support systems are provided. By raising awareness about transfer data, TCUs can develop and implement effective support systems that meet student’s needs. This guidebook was created to assist TCUs with navigating the complexities of transfer data dynamics while providing practical support.

CONTENTS

Checklists for Transfer Data Best Practices, 2

Digitally Identifying Incoming Transfer Students, 5

Data Necessary for Depicting Transfer, 6

Disaggregation of Student Data, 9

Institutional Roles Associated with Transfer Tracking and Guidance, 10

National Student Clearinghouse StudentTracker, 11

National Student Clearinghouse Postsecondary Data

Partnership (PDP), 12

Steps to Participating in the PDP, 12

TCU Considerations for the PDP Usage, 13

Transfer Agreements on Institutional Website, 16

Transfer Advising, 17

New Student Orientation, 17

IT Considerations, 18

Minimum purchases to consider, 20

Power BI, 20

SharePoint via Office 365, 20

National Student Clearinghouse StudentTracker and the PDP, 20

Conclusion, 21

Acknowledgements, 21

References, 21

The brief is co-written by Crystal Hedgepeth, Senior Program OfficerResearch at the American Indian College Fund, and Ace Charette, affiliated with the Turtle Mountain Community College. The guidebook is a product of the “Building Montana Tribal College Pathways for Student Success” initiative, to improve the transfer landscape at tribal colleges and universities.

Suggested citation: American Indian College Fund (2023, December). Transfer Data Guidebook for Tribal Colleges and Universities [Grant Award from Educational Credit Management Corporation (ECMC) Foundation].

Checklists for Transfer Data Best Practices

The following checklist is not an ordered list to be accomplished in sequence; instead, it is a broad checklist for TCUs to ensure that data systems are poised to inform institutional decisions and support for transfer dynamics.

Overall Planning:

 Develop a budget for necessary software to ensure capacity for data depiction of transfer dynamics.

Why? By developing a detailed budget, the organization can ensure that it has the necessary resources to effectively visualize transfer dynamics and make informed decisions based on the data by planning for costs associated with software, hardware upgrades, maintenance costs, and the cost of training staff on how to use the software effectively.

 Determine the needs for data capacity development between the IT department, institutional research, and/or any other campus data professionals.

Why? Institutions can identify the specific areas where the current data capacity falls short. Then, they can propose solutions to address those deficiencies that meet institutional capacity, budgets, and resources.

 Invest in sustained training for data professionals to attain the technical skills necessary to work with transfer and other forms of diverse institutional and external data.

Why? It is crucial to tailor and provide regular training to staff who manage data or are data professionals to ensure the skills, knowledge, and data reporting are consistent, true, and accurate.

 Ensure data roles are clear and documented for staff throughout the institution.

Why? Defining clear and well-documented data roles is essential to establish the responsibilities and expectations of staff members in data management and governance.

 Develop and validate an institutional methodology to track incoming transfer students to ensure data integrity year to year (e.g. cohort code).

Why? Institutional methodology utilizes a set of procedures, techniques, and/or tools that can help institutions better understand the transfer student population and make datadecisions to support Native student success.

Strategic Enrollment Management Planning:

 Determine appropriate internal committees tasked with decision-making related to all transfer students at any point in the student’s academic progress.

 Consider disaggregating incoming and outgoing transfer students in data reports, such as in the institution’s early alert system or part of the registration process.

 Develop tailored support strategies (and their data inputs) for the differing transfer types defined in the proposed transfer definitions section of this document.

 Review and update support systems and documents for both incoming and outgoing transfer students (advising, website information, orientation, site visits, staff/faculty advisor training, etc.)

 Determine how transfer dynamics fit within the overall strategic enrollment management plan of the college, and determine appropriate decision-makers and support systems.

 Review and update internal documentation pertaining to transfer support systems (ex. strategic enrollment management documentation) to ensure continuity of procedures in the event of staff turnover.

 Plan to depict and track outgoing transfer intent to develop support systems and guidance for these students before they transfer.

Report Planning:

 Develop internal reports depicting institutional transfer dynamics and a timeline for updating reports periodically/annually.

 Develop standard operation procedures (SOPs) to ensure consistent methodology year to year.

 Plan proactive, early strategies for annual reports related to transfer and other data dynamics to ensure replicable methodology every year.

 Align data systems in a way that reporting is consistent with national standards (such as the National Student Clearinghouse and Integrated Postsecondary Education Data System) and reporting for all tribal colleges, yielding consistency and reliable benchmarking and data considerations between institutions.

 Review reporting data dictionaries with appropriate institutional constituents to ensure all fields are accurate and in alignment with reporting requirements.

IT/Institutional Research (IR) Dynamics

 Secure critical software to be utilized for transfer data depiction, analysis, and streamlined reporting.

Why? To ensure the safety and accuracy of data transfer, analysis, and reporting, it is imperative to utilize secure critical software specifically designed to protect against potential security breaches and unauthorized access to sensitive information. Additionally, it should provide streamlined functionality to allow for efficient data management and reporting.

 Structure ongoing technical communication and support between the IT department, IR, and data professionals to sustain appropriate infrastructure (upgrades, software updates, computing needs, servers, etc.)

Why? To establish clear and consistent methods of technical communication and support to ensure that the organization’s infrastructure remains up-to-date, secure, and IT and data teams can work collaboratively.

Articulation Agreements:

 Develop clear, publicly readable and active articulation agreement documentation that outlines the transfer process between different institutions, including transfer-in and transfer-out procedures.

Why? The development of clear and comprehensive articulation agreement documentation is crucial to facilitate the transfer process between different institutions and ensure a smooth transfer process for students.

 Share articulation agreements on the college website to show a clear pathway for education advancement.

Why? By depicting these agreements on websites, colleges can provide students with a clear pathway for academic advancement. This not only helps students save time and money, but also encourages them to pursue higher education without any unnecessary hurdles.

National Student Clearinghouse

The National Student Clearinghouse (NSC) is a non-profit organization that was founded by the higher education community. Its primary objective is to simplify the process of student record verification for colleges and universities and provide a wide range of resources, tools, videos, and templates to help gain insights into student mobility patterns.

Through the StudentTracker program, the organization offers college and university professionals access to data on their former students’ enrollment, persistence, and completion rates. This helps educators better understand the effectiveness of their programs, identify areas for improvement, and track their student’s success.

The Postsecondary Data Partnership (PDP) program offers comprehensive data analytics and reporting services to help education policymakers and researchers better understand student outcomes. The program provides access to data on student enrollment, progression, completion, and post-college outcomes, such as employment and earnings.

Overall, the National Student Clearinghouse is a valuable resource for those seeking to improve student outcomes and make informed decisions related to education and employment.

The National Student Clearinghouse provides resources, tools, videos, and templates on how to vbollect information through the StudentTracker and PDP and gain comprehensive insights into student mobility patterns:

 StudentTracker & the PDP. To ensure seamless transfer of information through the StudentTracker and PDP, institutions should form a contractual relationship with the National Student Clearinghouse. Any institution can begin by completing the “Get Started With the PDP” online form, which is readily available on the NSC website. NSC also offers informative videos such as “What is StudentTracker?” and helpful “how-tos”. You can access the online form by searching for “Get Started With the PDP” on the NSC website or by using this URL: https://www.studentclearinghouse.org/colleges/ pdp/pdp-data-submission-process/.

 Data Submission Guide. Submit all necessary data files (cohort, course, and financial aid) to the National Student Clearinghouse PDP using the “Data Submission Guide” which can be found on the NSC website or by using this URL: https://help. studentclearinghouse.org/pdp/.

 Detailed Report Guide. To gain comprehensive insights into student mobility patterns, it is crucial to analyze and process StudentTracker files. This data will provide information on the sources of transfer-in students from current and previous years, as well as the destinations of transfer-out students from previous years. For a detailed report on the subject, please refer to the “Detailed Report Guide” available on the NSC website, or use this URL: https://www.studentclearinghouse.org/colleges/studenttracker/using-studenttracker/

How can transfer students be digitally identified when they join a new institution?

While some TCUs already identify incoming transfer students, it is important to consider implementing a consistent method of flagging these students. This can be achieved through various means, but the most common approach is to use specific cohort codes that indicate transfer status, as defined by the institution’s student information system.

Although creating a cohort code in the database can be helpful, it is not sufficient to guarantee a well-managed database. Many professionals may need to understand the difference between non-transfer and transfer students and they may require training on how to enter or modify cohort status in the database. The roles associated with this process may include registrar, admissions coordinator or other admissions staff member, database administrator, and institutional researcher or anyone responsible for institutional reporting. It is also recommended to develop standard operating procedures (SOPs) for flagging incoming/outgoing transfer students in the database to ensure consistency of data collection and cross-training, especially when staff positions change. Consistent communication and appropriate institutional structure are necessary to ensure data integrity, instill confidence in external reporting, and meet internal research needs.

Recommendations:

• Identify and define transfer-in students during the admissions process.

• Develop SOPs for flagging incoming or outgoing transfer students.

• Enter transfer-in/transfer-out students as a specific cohort in the Student Information System (SIS).

• Create a codebook using the SIS used by the Tribal College.

Essential Information for Representing Transfer: What We Need to Know

In order to gain a comprehensive understanding of transfer dynamics, it is crucial to consider various data sources. These sources will play a significant role in conducting institutional analysis and informing decisions regarding student support. Therefore, it is imperative to carefully consider the following data sources when examining transfer dynamics:

Data Source: NSC

Transfer Data Depicted: The institution is provided with a comprehensive raw data file containing information on the number of students who transferred out to other institutions. This raw data file can be used by the institution to generate detailed reports, charts, and graphs for better analysis and understanding of the transfer-out trends. However, the raw file would then need to be reviewed, organized, categorized, and summarized by the TCU institution.

Annual Reporting Process: This report is usually generated by TCUs on an as-needed basis. The institution has the discretion to select which students’ transfer data is displayed in the raw data file for transfer in or transfer out.

The value of this data process is that it allows institutions to isolate a specific subset of students, such as those belonging to a single major code or having PELL status, and run a transfer analysis exclusively on that group.

This is particularly useful in cases where the institution has not yet completed the PDP data submission process or when there is a disaggregation group that is not tracked by the PDP.

Data Source: NSC PDP

Transfer Data Depicted: The PDP displays interactive data graphics with multiple fields to facilitate discussions among institutional stakeholders about transfer-in status data. Transfer data on transfer-in will be captured in the PDP.

Annual Reporting Process: Effective coordination of the reporting process demands close collaboration between data professionals and institutional staff to guarantee the validity and accuracy of the data. The submission process is complex and entails filling out numerous fields at the outset and each year, with the data submission guide accessible on the NSC PDP website.

Due to the report’s robust process, it is strongly advised to establish a standard operating procedure and internal deadline for annual data submissions. Nonetheless, the data provided is comprehensive and can spare data professionals the trouble of duplicating the PDP internally and save time in completing the report next time.

Data Source: Internal to each TCU: Early Childhood Education (ECE) Students

Transfer Data Depicted: Students majoring in Early Childhood Education (ECE) have a high likelihood of transfer due to 2+2 articulation agreements among institutions. As such, TCUs should ensure students are depicted correctly in their SIS system

Annual Reporting Process: This degree pathway’s reporting is dependent on internal or originating TCU dynamics.

Data Source: Internal to each TCU: Social Work (SW) Students

Transfer Data Depicted: Students in Social Work (SW) programs are highly likely to transfer due to 2+2 articulation agreements among institutions. As such, TCUs should ensure students are depicted correctly in their SIS system.

Annual Reporting Process: This degree pathway’s reporting is dependent on internal or originating TCU dynamics.

Data Source: Internal to each TCU: Incoming Student Transfers

Transfer Data Depicted: Institutions can ensure the basic tracking of transfer-in students by using the appropriate feature available in the student information system’s database. It is recommended to flag whether a student is a transfer-in student or a first-time entering student for easy disaggregation of data during later analysis. It is highly advisable to assign a cohort code to students to maintain consistency and data validity year after year

Annual Reporting Process: Cohort codes that include transfer status will ensure consistency with annual institutional reporting as well as for other internal needs.

Data Source: Integrated Postsecondary Education Data System (IPEDS)

Transfer Data Depicted: Transfer students are tracked in the system, and annual aggregate counts are available.

Annual Reporting Process: Institutions that receive federal funding, including PELL and workstudy, are required to track this data. As such, it should already be part of the institution’s reporting process. However, the dataset contains some information on transfer students, but it does not track students between institutions and depends on each institution’s data reporting process.

Data Source: The American Indian Higher Education Consortium— American Indian Measures for Success Key Indicator System (AIHEC AIMS AKIS)

Transfer Data Depicted: To ensure that data teams can generate a comprehensive report on the yearly performance of AIMS AKIS, it is essential that they have a thorough understanding of the reporting definitions and the process of collecting and reporting transfer data in AIMS AKIS. Reporting fields that require attention include transfer-in students, first-time-to-the-institution characteristics, and cohort retention. For transfer-in students, data teams should collect detailed information on enrollment, academic performance, and background information which includes the number of transfer students, the institutions they transferred from, and their majors. First-timeto-the-institution characteristics such as demographics, admission type, and enrollment status should also be assessed to provide a comprehensive report.

Cohort retention is another important reporting field that data teams should focus on. This field provides information on the percentage of students who continue their studies at AIMS AKIS after their first year. Data teams should collect information on the number of students who enrolled, the number of students who withdrew, and the number of students who transferred.

With a clear understanding of the reporting definitions and a thorough collection and reporting of transfer data, data teams can generate an accurate report on the yearly performance of AIMS AKIS. Additionally, the retention of the student cohort must be analyzed and reported on to understand how many students continue their education at the institution after the initial year. These metrics are crucial in evaluating the institution’s performance.

Annual Reporting Process: Submission of this report is required annually, but it provides a less comprehensive dataset than the NSC and is similar to IPEDS.

Why is it important to utilize national resources like NSC?

When it comes to understanding student patterns at TCUs, having accurate and comparable data is essential. Data visualization is a powerful tool that can help in this regard. The NSC data files, for instance, can show the majors of students before or after they transferred into or out of a TCU. By analyzing this data, professionals can better understand academic pathways and identify areas where transfer processes could be improved.

Recommendation:

• Establish regular data meetings and training that can be incorporated into the annual data workflow. These data meetings will provide an opportunity for TCU teams to review and analyze institutional data, identify areas of need, and prioritize them within the institution’s budget.

Why is it important to break down student data into smaller parts (disaggregated data) and why is regular training important?

Although one may possess the skills required to handle all the other conditions outlined in this document, it is crucial for data professionals to also acquire the ability to analyze diverse datasets to arrive at meaningful conclusions that can aid transfer students or support broader institutional decisions. This task involves extracting information from sources such as NSC datasets, institutional student information system datasets, and potentially other datasets, thereby requiring the disaggregation of complex student information on transfer dynamics. To navigate through such complex information, software such as Power BI or similar software can be utilized. Additionally, technical knowledge is necessary for shaping diverse datasets from different sources into a single, coherent report that can be easily understood by the intended end-users. This skill can be developed and improved over time.

Continuous professional development is crucial for data professionals to sharpen their skills. Just like any other technical skill, analyzing complex data using software requires consistent practice and training over time. Institutions can benefit greatly from supporting the training needs of data professionals, especially in regards to processing complex transfer dynamics and addressing all institutional data-related questions. To gain a deeper understanding of NSC data and how it can support TCUs, institutions should consider investing in targeted professional development opportunities that address the unique needs of TCUs and how StudentTracker and the PDP can be modified to support TCUs to effectively utilize these systems.

Recommendations:

• Strengthen training on NSC reporting requirements to enhance data literacy.

• Identify and establish specific characteristics of transfer students in order to gain micro-views of these individuals to better understand their unique needs and experiences.

• Fully utilize NSC data for macro-views of the transfer landscape.

• Connect with other TCUs that utilize the same software to so they can provide valuable insights and support in effectively using and maximizing the benefits of the software.

TCU Satellite Campuses

What are the key roles played by TCUs in transfer tracking and guidance?

 Data infrastructure: Efficient management of data infrastructure is a vital responsibility that typically falls under the purview of the IT department. This foundational component comprises various hardware systems, including servers, in-house software that requires maintenance and security measures, and external contracts. The IT director, a database manager, a database report writer, and IT support specialists are typical positions involved in this process, based on specific requirements. Their primary objective is to ensure secure and seamless data management.

 Data input/entry: For a data system to operate efficiently and be reliable, it is crucial for an individual within the organization to undertake the task of data input/entry. This involves providing detailed information such as transfer status by cohort code and transfer intention. Typically, this responsibility is carried out by personnel with designations such as admissions officers, registrars, and transfer support specialists. These individuals are responsible for verifying student data, such as transcripts and transfer credits, and inputting this information into the system accurately and in a timely manner. They play a critical role in ensuring that the data system is up-to-date and that students receive accurate information about course credits and transfer eligibility. A high degree of precision and attention to detail is required for this role, as even minor errors can have significant consequences for students’ academic careers.

 Data processing and analysis: Various roles within an organization are tasked with summarizing data for reporting and internal communication, with the specific responsibilities varying depending on the institutional structure. This may include individuals such as the registrar, financial aid director, institutional research office, academic deans, department chairs, or other ad-hoc positions.

 Data application to student support: The dissemination of this work can be tailored to suit the type of data, target audience, and data availability across different positions on campus. These positions may comprise the president, any position in student affairs, any position in academic affairs (including faculty), advising positions (whether faculty or staff), or other support staff. The information can be conveyed through ad-hoc departmental meetings or more structured committee settings.

 Transfer advising: Transfer students have access to various types of support, ranging from informal to structured. The student affairs department offers front-line services through admissions officers, registrars, administrative assistants, and financial aid staff to provide basic assistance. However, for more specialized and targeted support, students may seek guidance from their advisors or faculty members with whom they have established a strong rapport. Additionally, transfer and placement positions, if available, can also offer tailored support to help students navigate their new academic environment.

Recommendations:

• Invest in qualified IT personnel to guarantee secure and seamless data management.

• Provide consistent training and resources to personnel responsible for data input/entry to ensure quality data.

• Develop a reporting system for different roles to ensure data is captured according to the institutional structure, process, and policy of TCU.

• Provide transfer students with both pre-advising and post-advising to ensure their academic success in their new academic environment.

• Create a data dictionary that includes key terms and clear definitions to ensure consistency and brevity in reporting.

What advantages can be gained from having precise and reliable data and well-defined academic pathways?

The National Student Clearinghouse’s StudentTracker is an essential data source that can help institutional professionals isolate key factors such as student demographics, age ranges, cohorts, financial aid status, etc. To make the most of this data source, it would be helpful for each TCU to have clearly defined professional pathways for securing information from the NSC’s StudentTracker. Before submitting a StudentTracker report, institutional professionals can use this data to isolate key factors such as student demographics, age ranges, cohorts, and financial aid status to better understand a student’s transfer history. This way, the grouping of students would already be isolated, allowing for a more accurate presentation of a student’s transfer history.

As a new user of NSC StudentTracker, where should

I begin?

If you’re new to using StudentTracker, you might find the “User Manual (for colleges)” on the NSC website particularly helpful. It’s important to note that the file must be properly formatted before submitting it to NSC; otherwise, it will result in an error and need to be resubmitted with specific changes. To report appropriately and with the correct formatting, refer to the NSC StudentTracker “Detailed Report Excel Guide for Colleges and Universities,” which is also available on the NSC website.

Recommendations:

• Before you start entering your institutional data, it is important that you review and become familiar with the “Detailed Report Excel Guide”. This guide will provide you with instructions on how to submit each data element correctly. For instance, the maximum length for the First Name field is 20 characters, and it should be located in Column B. However, when you receive the file, the student’s First Name may be in Column C, which means that you will need to reformat the data to meet the NSC submission requirements.

• As a first step towards implementing the use of the PDP, master how to correctly populate the Detailed Report and StudentTracker. This tool enables you to track the progress of students and their outcomes after graduation, providing valuable insights to improve institutional programs and services. Additionally, StudentTracker provides insights into a student’s academic journey, which can help TCUs share their unique stories.

• In order to ensure the best possible alignment with the StudentTracker system and to protect sensitive data, it is highly recommended that data professionals possess a comprehensive understanding of who has access to this information. This includes having an awareness of the specific individuals or groups who are authorized to access the data, the purposes for which the information is being accessed, and the security measures in place to protect against unauthorized access or breaches. By having a thorough understanding of these critical factors, data professionals can help safeguard student information. For many TCUs, the IT department can verify access to the data tracking process and institutional policies around data.

Keep in mind that students who opt out of sharing their directory information with an organization will not be recognized as transfer students in the NSC database. As a result, their records cannot be shared with the institution that submitted the StudentTracker report.

What is the PDP and how does it help institutions gain insights into student trends?

The PDP is a dashboard system that is owned by the National Student Clearinghouse. Its main purpose is to help educational institutions gain insights into student performance, institutional trends, and other related factors. One of the most useful features of the PDP system is that it allows for data indicators to be compared to similar groups. This makes it particularly useful for TCUs, because TCUs can disaggregate the data and use it to review outcome measures, transfer information, retention, persistence rates, and more.

What are the Steps to Participating in the PDP?

On the NSC website, you can find an overview of the PDP: videos, infographics, and a summary of the steps of the PDP as shared below.

2 STEP 3 Institutions Submit Data Files The Clearinghouse Processes the Data Institutions Receive and Share Insights

COHORT FILE > Data on all new students for a given academic year.

COURSE FILE > Data on all courses for every student, each semester.

OPTIONAL > Financial aid file

OPTIONAL > Reverse Transfer data.

• Aligns enrollment and degree data with cohort and course data.

• Builds interactive dashboards depicting key performance indicators.

• Access an analysis-ready file for in-depth analysis of student outcomes.

• Analyze interactive PDP dashboards that facilitate data-driven decisions.

• Report to education organizations and associations.

What are a few key steps and recommendations to consider in order to successfully utilize the PDP?

To effectively utilize the PDP effectively, it is recommended that institutions take the following steps:

1. Identify the data needed and determine the appropriate PDP tool. The PDP offers various tools for data collection, such as surveys, reports, and dashboards. Institutions should select the tool that best fits their data needs.

2. Start your institution’s journey by filling out the “Get Started With the PDP” online form.

3. Identify the institutional leader authorized to sign the data-sharing agreement with the NSC.

4. Designate an institutional contact, usually an IR or data specialist, as an administrator responsible for uploading institutional data to the NSC.

5. To submit data, please send it to the NSC. You can access the “Printable Data Submission Guide” on the NSC PDP website. It’s a great resource to help guide you through the process.

Please note that the process of retrieving data may require a substantial amount of time and attention from multiple positions at your campus. This includes IR or data professionals, IT, admissions, and other departments, as the data is usually stored in various departments.

6. After submitting the data, it is important to assign an internal team within the institution to receive training on how to use the PDP for improving student success planning.

The PDP website provides easy access to training materials, videos, and resources that can help teams utilize the information from these reports.

7. Develop a plan to sustain accurate and consistent data submissions for this report. Consider potential challenges and set reporting timelines and deadlines.

Recommendation:

• Create a standard operating procedure that outlines the steps to be followed to minimize errors, reduce training time, improve the quality of data, and facilitate smooth transitions between employees.

What are Some Considerations for the PDP Usage that TCUs Should Keep in Mind?

For institutions not yet participating in the PDP (but who intend to), the key considerations below are helpful for moving forward.

Preparing file submissions is the first step, and the NSC provides guides that are available on their website that break down all the data requirements necessary to ensure that the files are ready for submission and eventually analyzed.

One of the main challenges faced by TCU institutions is the need to establish a robust and efficient reporting mechanism that can capture and analyze data from various departments within the institution. This requires a significant amount of bandwidth to support the data transfer and storage needs of the system. As such, establish regular meetings for decision-making processes, identify areas of improvement, and ensure compliance with regulatory requirements.

Second, for any TCUs specifically utilizing the Empower student information system (SIS) they can utilize a built-in reporting mechanism that is designed to make the PDP far more streamlined for preparing datasets.

To make sure that the institution can use this feature, it’s important to coordinate with the software representative from Empower. While the Jenzabar student information system may have access to this feature in the future, it isn’t available yet. For other SIS users, it’s advisable to communicate with the software vendor to check on the status of such a feature.

Third, preparing datasets for submission to the PDP can be a challenging task, especially for those who lack a built-in reporting tool. To simplify this process, it is recommended to have knowledge of technical software such as Power BI, InfoMaker, or other data processing tool. Using Excel to process large amounts of information is not recommended but can be completed by formatting the rows, columns, and character format.

If using Excel, format ALL non-date fields as text to ensure leading zeroes are captured for reporting and save the file as Text (Tab delimited; .txt) to ensure data is populated and saved correctly. For more information on how to format the file, such as Gender (Column M), No (Required), M: Male; F: Female (Format), please visit “Formatting a Request File” on the NSC website.

Recommendations:

• TCUs should develop an incremental plan leading toward full use of the PDP.

• TCUs should establish standardized protocols for managing internal data transfer and reporting.

TIP

Why are Transfer Agreements Beneficial to TCUs and What do they Provide?

 A single resource for students to research and compare different schools, programs, and transfer requirements.

 Help students make informed decisions about their academic future and ensure that they are on the right track to achieving their educational goals.

 Help students, staff, faculty, families, and other stakeholders to understand specific transfer pathways available to them.

 Transfer agreements can streamline the transfer process by providing all stakeholders with a clear sequence of courses that will enable successful transfer into/out of the intended program(s) of study.

 Information about state-wide transfer pathways, including community colleges and state universities, to facilitate easy credit transfer from TCU.

 Tailored agreements for programs (e.g. nursing, engineering) benefit TCU students and increase the likelihood of degree completion.

 In addition, agreements have the potential to generate numerous opportunities that could support both TCUs and their students. For example, TCUs can expand their course offerings without having to hire additional faculty members via course and instructor sharing. This can lead to cost savings, increased efficiency, and more diverse curricula for students.

Recommendation:

• When creating a transfer agreement between institutions, it’s important to dedicate enough time and attention as the process can be complex. It’s crucial to ask questions for clarification and provide feedback to ensure that you understand the perspectives of all involved parties and how the new or revised agreement may impact each institution. Additionally, it’s important to consider academic policies and make sure they align with the transfer agreement.

Why does Transfer Advising Matter?

Advising is a crucial element of transfer, where faculty and/or staff members provide explicit guidance to students regarding the transfer process. The process involves advising students on the transfer process, ensuring that they understand the requirements for transfer, and helping them to choose the right courses. Transfer advising matters because it can help students to make informed choices about their academic future. Ineffective and effective structures can help or hinder students’ success and career goals. Having an effective structure increases student success and helps institutions retain students who may otherwise leave due to a lack of support and guidance in the transfer process.

Recommendations:

• Provide regular training and discussions for TCU faculty members, staff, and connectors to enhance their support for students looking to transfer.

• Establish policies, procedures, and processes to identify and track transfer students (in/out).

• Offer transfer-in and transfer-out advising appointments or office hours and a list of appropriate faculty/departments readily available on the TCU’s webpage, as a resource for potential students.

• Establish a Transfer Committee composed of data professionals, and allocate resources to meet transfer needs, as needed.

New Student Orientation: How can it be helpful to TCU Transfer Students?

For transfer students, new student orientation can be particularly helpful because it provides an opportunity to learn about the unique aspects of the college they are transferring to and campus resources that transfer students may not be familiar with. Additionally, it can help transfer students determine their unique challenges or opportunities regarding their transfer. For TCUs, some aspects of the regular orientation process for new students may also be beneficial to transfer students. As such, it’s important that students receive adequate orientation.

Recommendations:

• Identify Transfer-in and Transfer-out students as early as possible and provide orientation information that follows best practices.

• Design/Redesign new student orientation to include Transfer students or create New Student Transfer-in Orientation.

• Institute Pre-and Post-Transfer Advising requirements to ensure students have access to adequate and up-to-date information.

A Transfer Advisory Committee at the College Fund is developing a new orientation course for transfer students to support TCUs—more to come.

What are some IT Factors that TCUs Need to Consider?

TCUs need to consider various IT factors to ensure optimal efficiency and effectiveness of their academic and administrative operations. One crucial aspect is the need to adopt systems and technologies that support multiple data sources and types, given the current capacity.

To analyze transfer dynamics, a series of crucial steps must be taken, highlighting the significance of data processing and visualization software such as Power BI or similar tools. To ensure streamlined and accurate reporting with minimal human error from data entry to data analysis, it may require strengthening the existing IT infrastructure.

In order to better support IT professionals, TCUs may consider the following. Please note that this is not an exhaustive list but rather some common factors among most of the TCUs.

 Establishing a database connection between data source and data visualization software: Requiring a data or IR professional to manage myriad data sources and information within various Excel files can lead to a high cognitive load and inaccuracies in a given data project. A direct connection between the database hosting institutional student records and the software meant to process and visualize complex data will allow for faster, more frequent, and more meaningful data transmissions from IR professionals.

TCUs should thoroughly assess the agreement and include language to meet TCUs needs for data protection.

 Hardware considerations: The IT department can provide invaluable support for a wide range of data needs from the IR department and other data experts by ensuring that the processes by which data is stored and accessed are streamlined, safe from cyber threats, and clearly understood by internal users. To this end, the IT department may need to consider various factors such as servers, cybersecurity-related software, and internal policies that explicitly outline which roles on campus have access to data. By doing so, the IT department can help ensure that the institution’s data is managed in a secure, efficient, and transparent manner, thereby promoting trust and confidence among stakeholders.

Creating an inventory tracking system for all major and minor hardware and software will help ensure systems are replaced, updated, and maintained for greater productivity and efficiency.

 Cybersecurity considerations: When transmitting information between software, users, and internal digital systems, it’s crucial to prioritize cybersecurity. IT professionals should incorporate explicit mechanisms to ensure the safety of student data during transfer. By implementing secure IT systems, stakeholders can be confident in the consistent and easy transmission of information while maintaining the highest level of cybersecurity.

 IT Policy: Clear and concise documentation of how all users can use IT-related information and systems will help ensure that data professionals and other data consumers have explicit guidance on how to conduct secure operations with institutional data. For instance, IT policies can detail who has specific administrative rights to information.

 FERPA Training: As with any data, transfer data carries the risk of revealing the identities of students based on how institutional records are stored and conveyed. To protect this information, the Family Educational Rights and Privacy Act (FERPA) has outlined specific parameters that institutions must follow. It is crucial for data professionals, data consumers, and institutional administrators to be aware of FERPA guidelines to ensure that accidental transmissions of confidential information do not occur. Additionally, there are several sources that offer free FERPA training to help institutions maintain compliance with the law.

The Department of Education Protecting Student Privacy offers free Online Training Modules.

Recommendations:

• TCUs should define IT professionals’ roles and responsibilities as they relate to data. They should also and review institutional policies regarding these efforts and include services in grant budgets.

• IT professionals and IR personnel should collaborate to ensure secure and proper management of student data using computers, networks, software, and servers.

TIP

TIP

What Are a Few Minimum Purchases TCUs Should Consider?

Power BI. is an incredibly powerful software tool that supports various data processes. It can significantly streamline the workflow of TCUs by reducing the reliance on Excel, which is not the best software for large and complex datasets and analysis, despite being useful for several purposes. Power BI offers robust visualization, data joining and merging, and shaping features, which are more efficient to use than Excel. Although other data visualization software exists, Power BI is preferred in this document due to its seamless integration with the Microsoft ecosystem, including SharePoint. One of the significant advantages of Power BI is its ability to directly connect to an institutional database in a “read-only” mode, which allows for the smooth integration of updated data directly from the database.

For Power BI training and purchase, visit their website. Power BI desktop is free but doesn’t allow private report publishing. It’s a recommended solution for those new to the software who only need it for reporting purposes.

Recommendation:

• As data capacity increases, it is recommended to purchase Power BI Pro for creating reports that are not suitable for the public, such as grade trends, and sharing them with key leadership officials for decision-making purposes.

SharePoint via Office 365

SharePoint is a cloud-based software that allows you to store datasets in a secured online location. Unlike files stored on a PC or network that are prone to file pathway alteration or device failure, cloud-based file storage has a lower likelihood of data loss. To purchase SharePoint, you can find details on their website.

Connecting this storage type to a Power BI data model can simplify the process of accessing and retrieving data. It is recommended that TCU data professionals coordinate with IT professionals to ensure that purchasing SharePoint isn’t already included in their Microsoft package, such as Office 365.

National Student Clearinghouse StudentTracker and the PDP

As shared above, the NSC provides valuable services such as the StudentTracker and the PDP which can help TCU tack transfer students. Although implementing these systems may require significant data validation and preparatory work, the long-term benefits can include ongoing analysis and insights. You can find the pricing for NSC services on their website.

Recommendation:

• It is highly recommended that TCUs include services and support in their annual strategic plans and budgets.

Conclusion

Transferring students within and between TCUs is a crucial area that needs attention to enhance student success. By digitally flagging each transfer student and disaggregating them based on equity-focused indicators, TCUs can analyze student trends and enable specialized decisionmaking to provide proactive transfer support. The use of appropriate software and national data systems (such as those aligned with the National Student Clearinghouse, for example) carry a higher likelihood of contributing to transfer student success through foundational and infrastructural applications. By tailoring training and services to match the nuances of individual TCUs, partners like NSC play a crucial role in ensuring that the data portrayed aligns seamlessly with the institution’s philosophy and aspirations. Ongoing professional development associated with these software systems is also necessary to ensure data and information professionals can gather the information necessary to advise various institutional decision makers. Within these pages, the guidebook outlines practical steps and essential considerations for optimizing data collection, analysis, and utilization. It serves as a resource, meticulously incorporating key insights, best practices, and actionable recommendations aimed at elevating data approaches and the paramount importance of data in this storytelling process within TCUs. By implementing these changes and creating more awareness, TCUs have the opportunity to develop data metrics that amplify their presence but also strengthen their impact within the academic landscape.

Acknowledgments

We thank Montana Tribal Colleges for their invaluable participation in the MT TCU Pathways Project. The unwavering support of the MT TCU Presidents and the generous funding from the Educational Credit Management Corporation (ECMC) Foundation that made this project possible.

References

AIHEC. (2022). User Manual Glossary. AIHEC AIMS Annual Report.

American Indian College Fund and Wheeler, D. (2023). Supporting Montana’s Transfer Students to Degree Completion: A Literature Review. [Unpublished paper, Grant Report for Educational Credit Management Corporation (ECMC) Foundation].

Department of Education. (2023). Federal Financial Aid. https://studentaid.gov/resources/ transfer-students

Ginder, S.A., Kelly-Reid, J.E., and Mann, F.B. (2018). Graduation Rates for Selected Cohorts, 2009–14; Outcome Measures for Cohort Year 2009–10; Student Financial Aid, Academic Year 2016–17; and Admissions in Postsecondary Institutions, Fall 2017: First Look (Provisional Data) (NCES 2018151). U.S. Department of Education. Washington, DC: National Center for Education Statistics. https://nces.ed.gov/pubs2018/2018151.pdf

Integrated Postsecondary Education Data System. (2023). Fall Enrollment (EF) Glossary. IPEDS Survey Components. https://nces.ed.gov/ipeds/use-the-data/survey-componentsglossary/8#:~:text=Transfer%2Din%20(non%2Dfirst,e.g.%2C%20undergraduate%2C%20 graduate)

Taylor, J. & Jain, D. (2017). The Multiple Dimensions of Transfer: Transfer Function in Higher Education. https://www.sc.edu/about/offices_and_divisions/advising/transfer_advising/resources_ for_transfer_student_advisory_council/transfer_function_in_american_higher_education.pdf