2016-2021 AMP Implementation Updates (February 2018)

Implementing the Academic Master Plan

Throughout academic year 2013 / 2014, the Academic Affairs division underwent a transformation. Vice-presidents/provosts were charged with creating collegewide units with deans leading disciplines across the campuses. Department chairs were identified through a nomination and feedback process that included faculty (both full-time and part-time) and staff, and their four-year contracts removed them temporarily from the faculty bargaining unit. Department chairs are now available to students full-time, 12 months a year, serving as a resource to department faculty and staff members. As discipline experts, deans and chairs across the college develop curricula and strategies to support student success. Vice-presidents /provosts lead collegewide units and maintain campus leadership responsibilities.

During the restructuring process, a workgroup focused particularly on the Office of the Senior Vice President for Academic Affairs, concluding that the office was insufficiently staffed to lead a collegewide division. Associate dean positions, which were campus-specific, were eliminated, and the positions were re-distributed to support the collegewide functions in the Office of the Senior Vice President, which were filled through appointments of academic administrators already employed by Montgomery College. The specific assignments were recommended by the workgroup, and no additional administrative positions were created. In fact, through re-assignments and appointments, the result was a more streamlined structure with leadership distributed closer to the departments and fewer administrators.

In July 2015, a restructured Academic Affairs division began the work to develop an Academic Master Plan through a steering committee of representatives appointed by governance councils including students, faculty, staff, and administrators. Through committee meetings, open forums, council visits, and focus groups, more than 200 members of the College community participated in the development of Academic Affairs initiatives that address the challenges of meeting these 6 division goals: 

  1. Increase the graduation rate for first-time, full-time students
  2. Increase the transfer rate for first-time, full-time students
  3. Reduce time to completion
  4. Reduce cost of completion
  5. Align programs with workforce needs
  6. Align programs with transfer requirements 

As the initiative workgroups focused on the implementation plans included in this publication, Academic Affairs  leadership responded to external agencies’ calls for curricular change. The Maryland College and Career Readiness and College Completion Act of 2013 (CCRCCA) contained several requirements for Maryland community colleges: 

  • Limiting the number of credit hours to 60 for most degree programs (some programs were granted state exemptions)
  • making dual enrollment affordable for high school students 
  • addressing student advising needs early and often 
  • requiring students to develop a degree plan when they declare a major
  • identifying academic program advisors to assist students implementing academic plans for program completion
  • moving students quickly into college-level courses upon completion of developmental coursework 
  • developing opportunities for high school students to meet college-readiness markers prior to graduation

A collegewide structure streamlined the curriculum process, and the faculty-led Collegewide Curriculum Committee worked quickly to revise all Montgomery College programs to reduce program requirements in compliance with CCRCCA. A revised General Studies program also answered the challenges put forth by the Middle States Commission on Higher Education’s assessment that the previous program lacked depth, coherence, and rigor. After a five-year lag in general education work, the faculty-led General Education Transform and Restructure Committee began an 18-month process to recreate a General Education program that would ensure flexibility, academic rigor, and transferability of credits to four-year institutions.

The Academic Master Plan recognized that Montgomery College is fortunate to be home to excellent faculty members, many of whom have been recognized for their teaching excellence as Maryland Professor of the Year by the Carnegie Foundation for the Advancement of Teaching and the Council for the Advancement and Support of Education (CASE), regional awards by the Association of Community College Trustees, and national awards from the National Collegiate Honors Council. At the same time, faculty need professional support for continuous innovation. ELITE (E-Learning, Innovation, and Teaching Excellence) was developed as part of the Academic Affairs division restructuring, and a key function of the unit is providing faculty professional development, such as the development or use of open educational resources (OER) and sharing the flipped classroom teaching strategy. ELITE provides opportunities for faculty to share their excellent teaching and learning models with others, through targeted workshops or extended cohort experiences like the Scholarship of Excellence in Teaching fellowship. Full-time faculty members are recognized annually with 13 Outstanding Full-time Faculty Awards of $2000 for Excellence in Teaching / Counseling and Academic Advising, Excellence in Scholarly or Professional Accomplishments, and Excellence in Service to the Institution and/or the Community, as well as 1 Award for Montgomery College Full-time Professor of the Year. 

The Institute for Part-Time Faculty Engagement and Support integrates part-time faculty more fully into the Academic  Affairs priorities and student success efforts. Part-time faculty members are valued contributors to the College’s mission, and their engagement is a vital component of the student success strategies. The Institute serves as a resource center where part-time faculty meet with students, check email, grade papers, and confer with colleagues. The Institute sponsors a part-time faculty mentoring program with the College’s math and English departments. The Passport to Student Success Conference takes place before the start of each semester, organized to engage part-time faculty and reintroduce them to Academic Affairs priorities and student success initiatives. Part-time faculty members are recognized annually with 6 Outstanding Full-time Faculty Awards for Excellence in Teaching / Counseling, and Excellence in Scholarly or Professional Accomplishments, as well as 1 Award for Montgomery College Part-time Professor of the Year. 

As part of a global community, Montgomery College continues to expand its global footprint with recent Memoranda of Understanding (MOUs) with universities in South Korea, China, and Great Britain. These MOUs allow for student exchanges of MC and international students and create a greater awareness of the global workforce. One of the MOUs, with the Daejeon Metropolitan Office of Education, has resulted in Montgomery College providing pedagogical training to about 40 South Korean elementary and middle school teachers. Each fall, the Academic Affairs division hosts visiting college and university visitors as part of the Fulbright-Nehru program, which focuses on providing information on various types of credit and non-credit programming that can lead to certification, apprenticeship related training, business training and contextual basic skills training.

The members of the Academic Affairs division – faculty (full- and part-time), staff, and administrators – have worked together over the past four years to focus on the division priorities and to take strategic action to serve students better and guide them to their goals. Many initiatives have taken root already.

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Program Success Strategies: For the top 16 highly enrolled academic programs, the deans and chairs developed 2020 data-based benchmarks on enrollment, graduation, transfer, reduction of time and cost, alignment with four-year transfer institutions and alignment with business and industry. Each program has initiated student success strategies such as welcome sessions, advising in the classroom, and peer tutoring. Nearly 90 percent of all students are enrolled in these programs.

DFW rate reduction strategies: The highest priority for the spring 2016 semester was the DFW reduction initiative working with faculty, chairs, deans and vice presidents/provosts to develop strategies to reduce these rates. As a result of all of these efforts in the short-term, fall to spring retention increased by 10%, fall to fall retention increased by 6%, and course pass rates increased by ~ 1%. At the start of each semester, a DFW report for the most highly enrolled courses provides information about class-size, time of day, campus, and data to determine patterns and develop success strategies, such as extra review sessions or a requirement that a student head to the Learning Center for additional assistance.

Achieving the Promise Academy (ATPA): The ATPA began its work in 2015 by addressing the achievement gap in student success, particularly for Black and Latino males. Linking students with academic coaches, the Academy provides a steady presence for students who meet regularly with their coaches to receive encouragement and advice for academic success. In fall 2017, the ATPA expanded its reach by providing embedded coaches in selected sections of courses with high DFW rates. Part-time faculty members with content expertise visit the assigned classrooms every two weeks, alerting students to their availability for extra help in the classes. The pilot has expanded to 123 class sections in spring 2018, serving 2,807 students.

Academic Program Advising: Students enter Montgomery College through the Counseling and Advising departments, where faculty counselors will assist them with establishing an initial academic plan and understanding program options. After students earn 12 credit hours, they are referred to their academic program advisor, who will assist them with course selection and sequencing, as well as specific program selection. During the 2017/2018 academic year, all programs are developing program advising guides with curriculum plans, advisor information, and transfer and career information. These guides will be posted on the department websites and connected to the online catalog for automated, continuous updates. Students in need of Disability Support Services, who are in developmental courses, or who need personal or career counseling will continue to see faculty counselors in the Counseling and Advising departments.

Acalog Online Catalog: Montgomery College’s first online and interactive catalog was implemented for registration for the fall 2015 semester. The new system is more than an exhaustive list of courses, programs, and policies. It makes program and course information as well as admissions processes accessible on the web and on smartphones. The ‘My Favorites’ feature provides the added benefit of allowing students to create personal course portfolios, which they can save and share with advisors and others. The catalog’s powerful search engine gives users all the information they need at their fingertips. Acalog also presents the College’s curriculum and key academic policies, and it provides a means of connecting students directly to registration information and personnel.

The General Studies Associate of Arts degree: With over 9,000 students enrolled each year, the newly revised General Studies program has four clear core programs – Integrated Studies, HACL (Humanities, Arts, Communications and Languages), STEM and SSAH (Social Sciences, Administration, and Health) – with a requirement of 15 credits at the 200-level as well as pathways to completion for each core. The General Studies program has also been approved for a completely online degree, and it is being developed as a z-degree, with zero-cost to students for course materials.

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Transfer/reverse transfer agreements: Montgomery College has agreements with Morgan State University, University of Maryland Baltimore County, and University of Maryland University College, as well as any undergraduate program offered at the Universities at Shady Grove (USG) location. Students interested in programs through the USG are encouraged to join a Transfer Access Program to receive early access to academic advising, application fee waivers, special orientations, and in some cases, scholarships. Similar programs exist with University of Maryland, University of Baltimore, and University of Maryland Eastern Shore.

TRANSFERmation: This enhanced process focuses on developing agreements that encourage degree completion, academic success, and improved access. 59.5% of credit-bearing students attend Montgomery College to obtain a transferable degree. The College continues to develop partnerships with four-year institutions that result in value-added benefits for students. 

Transfer Ambassadors: Members of the College community have been engaged in learning about internal and external transfer resources for students, including the newly redesigned Transfer Planning homepage (montgomerycollege.edu/transfer), highlighting various partnership programs (MTAP, TSA, Hawkline) and articulation agreements that the College has with four-year partner institutions. These volunteers also provide information about deadline dates, scholarship availability, transfer credit, choosing the right program of study, and career planning.

Pre-transfer Advising: Resource advisors from University of Maryland, University of Baltimore, University of Maryland Baltimore County, and University of Maryland University College hold regular office hours at each campus to assist students with transfer to these institutions.

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Dual Enrollment: Through the Montgomery College / Montgomery County Public Schools Partnership, Montgomery County Public Schools students who meet GPA requirements (2.75 for juniors and 2.50 for seniors) and course assessment requirements may enroll in Montgomery College courses. Through statewide agreements, MCPS students pay reduced cost for Montgomery College credit courses, which they can take online, on campus, or at their high school sites. About 600 students annually participate in the dual enrollment program, earning college credit while also fulfilling their high school graduation requirements.

Alternate Placement Program (APP): In order for community college students to register for college credit classes in Maryland, they must first demonstrate that they are college-ready. Students can do so by providing their college with their SAT, ACT or ACCUPLACER scores from high school that meet or exceed the college-ready score. Students who don’t meet the college-ready standard, or who don’t submit SAT, ACT or ACCUPLACER scores from high school, are required to take the ACCUPLACER, a national standardized test created by the College Board. Students who are not college-ready are required to take one or more developmental courses. At Montgomery College, nearly 7,000 students are enrolled in developmental education courses each semester. When evaluating incoming student transcripts for those who test into developmental education courses, an anomaly appeared – students who successfully completed specific coursework in high school (with a ‘B’ or better) were testing into developmental education courses. A pilot was conducted to allow students with demonstrated success in these courses during high school to enroll in college-level math and English courses. Students in the pilot population demonstrated success equal to or better than their peers placed through traditional methods. After the successful pilot, Montgomery College established the APP as an ongoing assessment and placement policy. 

Changes in Developmental Education curriculum: Under the previous structure, developmental reading and writing courses belonged to different  departments and disciplines, supervised by different chairs and deans. Students took two separate models of developmental curricula including 4 courses, which often left students unable to take college-level coursework for a full academic year. In the new structure, these disciplines were brought together under one department. A revised model, which completed curriculum review in fall 2016, integrates reading and writing into the same developmental course, reducing the credit load and cost for the students, and allowing students to complete the requirements in one semester. Data show that the largest barrier to student completion is developmental math since completion of a college-level math courses required to complete an associate’s degrees in Maryland. Some students never make it past this barrier, or they need to spend a significant amount of time and money trying to move past it. The Collegewide math discipline has revised its developmental math sequences to differentiate paths for STEM majors from nonSTEM majors. Instead of separate developmental coursework leading to credit-bearing classes, most students will enter credit courses and receive additional support through learning modules integrated into the course. The revised curriculum will remove the barriers to credit math courses for students while still providing academic support.

English Language for Academic Purposes (ELAP): For more  than 20 years, students who identified as non-English speakers were placed in a 4-level course sequence with 9 separate reading, writing, and speech courses, according to their assessed skill. The new model, which completed curriculum review in fall 2016, condenses the levels to 3 and reduces the number of courses to 6 with a capstone integrated reading and writing course. Assessment scores have also been revised to accelerate student progress through the curriculum. The program was implemented in fall 2017, and it will be assessed through the normal program review process. 

Extended Winter Session: Traditional Winter Session at MC begins after winter break, and ends three weeks later, before spring semester begins. MC students have taken advantage of this option for additional learning and catching up on their credits for many years. Some classes, however, were not appropriate for a three-week format. For Winter Session 2017, an extended five-week winter session was piloted immediately after the end of fall semester through the third week of January. The content sessions were offered in an online format. Knowing the College would be closed during part of the session, ELITE worked with faculty in advance to ensure that they had appropriate information to share with students on administrative issues, which could be handled when the College reopened, and worked with IT and Blackboard to confirm that there would be no planned outages over that period. On the first day enrollment was 258 students for 12 courses with 18 sections. By the third week the College had retained 96% of the students, and final grades showed an 81% success rate. During the time the College was closed, Blackboard registered 47,289 logins, almost 2,000 forum posts, and more than 108,000 course interactions. Both Academic Affairs and Student Affairs did an  excellent job of identifying any possible issues in advance before the session started. Extended Winter Session for 2018 expanded the number of sections being offered to 35, for a maximum of 750 students. 

Online degrees: Community college students lead complicated lives, and piecing together a course load of available classes with their schedules can extend time to completion considerably. Online course enrollments have increased 11.2 percent from 2014 to 2017 with more than 23,000 enrollments in online and blended classes. Before the new academic structure, Montgomery College offered no fully online degrees. However, with the revision of General Education, the College currently offers fully online degrees in Business, Computer Science and Technologies, General Studies, and Criminal Justice. More online degrees are in  development. Credit for Prior Learning (CPL): Recognizing that learning happens outside the classroom, this initiative seeks to recognize and reward demonstration of learning from life, workplace, military, vocational, and other experiences through credit by exam, nationally recognized exams such as CLEP and AP, military credit, and portfolio assessment. The new Academic Master Plan has identified one of the first five-year initiatives as a review and update of Credit for Prior Learning practices and procedures, to improve access to CPL, and to increase the number of students using this alternative method of completing credit. 

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Open Educational Resources /Z-Courses: Textbook costs have long been an issue for many students, resulting in students not purchasing the books and then not doing well in classes. Although textbooks may be placed in the library or have availability elsewhere, no effort has been more impactful than the development and/or use of open educational resources (OERs). Montgomery College faculty have been at the forefront of the (OER) movement. Many OERs were already available online, and faculty were able to use and adapt them for their courses. Faculty have also been offered the opportunity and training through ELITE to develop their own. Using OER does not decrease the rigor of coursework; it should elevate it through increased learning opportunities and student engagement. Faculty members are not required to use OER, and indeed, in some courses it would not be appropriate; instead, the decision to stop using a publisher-created text in favor of OER is one left up to the faculty. Under the initiative MC Open, the College offered more than 200 sections in the spring 2017 semester identified in Banner as Z-courses. These course sections do not have any costs associated with the textbook, potentially saving students hundreds of dollars each semester. For fall 2017, there were more than 300 such course sections offered with enrollments of 6,200 students. The College is on target to deliver Z-degrees in 2019.

Seat Utilization: Building a schedule that fosters program completion must take into consideration the complex lives that many students lead, as well as the cost to provide courses throughout the day. Keeping student tuition and fees as low as possible requires that the College strike a balance between structure and options to optimize College resources. Smart, data-informed scheduling will reduce class cancellations, making it easier for students and faculty to plan. One scheduling effort is to increase the seat utilization rate to 85%, on average. Fall 2016 seat utilization was 82.5% and fall 2017 exceeded 85%. Setting a goal that is an  average for the College will maintain the flexibility to balance resources, structure, and options – to meet the needs of full-time and part-time students, daytime and evening students, and the many other parameters that define Montgomery College students. 

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Career Pathways: MC2020 established a goal developing career pathways so students can see how their education and work experiences can lead to further learning and job opportunities. A key component of these career pathways is the smooth transition between non-credit (primarily Workforce Development and Continuing Education (WD&CE) and credit (certificate or associate degree) programs. The goal of this articulation is to eliminate redundancy, thereby giving students the opportunity and tools to obtain multiple, stackable credentials regardless of how or where the content is learned. Students in the Health Sciences field are finding employment after receiving a single healthcare credential; should they want to continue, they can enroll in AAS degree programs. Students who enroll in the Residential Apartment Technician Training can find work after an 8-week course; that training will provide them the foundation to pursue the AAS Building Trades program. 

Department of Labor grants: Since 2014, Montgomery College has received $25 million in Department of Labor grants. TechHire and America’s Promise grants are centered around non-credit and credit career pathway models that allow students to enter, exit, and return as their time and resources allow, and as changes in technology demand. The College’s Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant established the Cyber-Technology Pathways Across Maryland (CPAM) program, which provides various points of entry, movement through non-credit programs, transitions to degree programs, and typical employment opportunities. Over 400 students have already benefitted from this program. 

Capital One Foundation: The College has also been awarded a grant to support the development of an articulation model to move students from programs offered through WD&CE to accredited programs that lead to a credential. 

Infosys: One of the largest IT companies in the world, Infosys has  established a headquarters in Rockville. In 2015, MC’s Workforce Development and Continuing Education signed a contract with InfoSys to provide an 8-week, 240-hour training program for each cohort of new hires. InfoSys hires first, and MC trains as part of the employees’ first-step preparation for the job. The training has taken place at the Gaithersburg Business Training Center and Rockville campuses. 

Clinical Trial Project Management: This is a 13-week, 39-hour open enrollment Saturday class that Workforce Development and Continuing Education runs once a year. Amarex Clinical Research sought out a partnership with MC to grow a vital pipeline of clinical trial project managers in a unique collaboration for which Amarex co-teaches and co-develops the curriculum while sharing in net revenue. Amarex has hired approximately 20 students as a result of the class, some who have come from as far away as Texas, Pennsylvania, and India.

BioTrac: In partnership with Montgomery College, BioTrac offers customized graduate/post-graduate training in up-to-the-minute, biotechnology training workshops on current research methodologies for academic, private industry and government institutions. Courses are team taught by active research scientists and innovators from leading research institutes including JHU, Georgetown Lombardi Cancer, USDA, NIH and the FDA. 

Tech Leap: Students in this program are primarily career changers who have bachelor’s degrees and come for gaining current skills in programming, web, or networking tracks. About 40 students a year enroll in Tech Leap, and the program has a 100% placement rate, having placed hundreds of students. Tech Leap has benefitted from WorkSource Montgomery county funding for scholarships, and from MC Foundation scholarships. 

EARN Grant (Employment & Advancement Right Now) – BIOTrain: This partnership allows for the implementation of the plan formulated by the BIOTrain team of industry, government and training partners. As the lead applicant, MC orchestrates the development of training modules by BIOTrain industry and academic leaders that close skills gaps to enable entry into the industry and advancement for those already in the industry. MC works with Montgomery Works One Stop Centers, MdBio, BioMaryland, and the Maryland Tech Connection to provide training, mentorship and guidance to the unemployed or underemployed. 

MI-BEST (Maryland Integrated Basic Education and Skills Training: This program trains certified apartment maintenance technicians and geriatric nursing assistants, and features two instructors who co-teach each class, one for content, and the other for English language, mathematics, reading comprehension, digital literacy and other basic skills. The MI-BEST program targets low-income adults, particularly immigrants, or people living in poverty. The seven-week course, offered twice a year, is free for qualifying students. These programs allow individuals to move from unemployment or earning minimum wage to an $18-hour wage that includes benefits. The MI-BEST program is funded by the Community Foundation of the National Capital Region’s Greater Washington Workforce Development Collaborative (apartment maintenance technician) and the Department of Labor (the geriatric nursing assistant). 

EARN Grant (Employment & Advancement Right Now) – Transportation: A regional partnership led by Montgomery College with Hagerstown Community College called MOVE – Moving Operators-Valuing Employers collaborates with WMATAMetro, Ride-On, and Montgomery County Public Schools. EARN provides Commercial Driver’s License training and job readiness “soft skills” as defined by the industry. EARN has formed a business and community advisory board including WorkSource Montgomery, the county Housing Opportunity Commission, and industry partners. 

 Cybersecurity and Cloud Computing: The new academic structure created a focused computer science and technology department, led by discipline specialists who have responded to the explosive demand for workers trained in these fields. Montgomery College now offers a Cloud Computing Certificate, which, as part of the Associate of Applied Science in Network and Wireless Technologies degree, may find entry-level technician opportunities under job titles such as Cloud Support Technician, Field IT Technician, Systems Technician, and Cloud Engineer Associate. Courses in digital forensics and network forensics provide students with current tools and strategies to conduct cybersecurity investigations. In partnership with Splunk Enterprise, students use software to capture and analyze data, real-time, and generate reports to visualize and understand big data. SPLUNK provides students access to their E-Learning site, which faculty and staff use to work with students in the cyber center/lab. After students complete the content and labs, they have access to the certification exams, which are highly valued in the industry. 

Data Science Certificate: Data Science is an in-demand field that leverages technology to analyze massive amounts of data to enable businesses, governments, and academic institutions to make better decisions. Industry, science, and government are seeking people with computer, statistical, analytical and communication skills who can turn data into knowledge and solutions. In response to the growing demand for people in all fields throughout academia and industry, MC created a certificate that provides students with a foundation in this emerging field, providing them with experience in areas such as data management, data analysis, data collection, and data visualization. 

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The General Education program: Approved in spring 2015 with a 61% vote of the full faculty. The revised program removes barriers to completion, streamlines requirements, promotes rigor and program coherence, and allows for varying requirements for different degrees to encourage seamless transfer to four-year state partners. All General Education courses have been reviewed and certified to reflect the latest, most exciting and effective qualities of general education as well as nationwide trends and research incorporating integrative learning, life skills, and awareness of the role and value of leadership and civic engagement. Additionally, each course features a signature assignment to challenge students to apply course content in rigorous ways that require creative and critical problem-solving as well as an interdisciplinary vision. 

Translation Life Science Technology (TLST): A new degree program developed jointly by UMBC and Montgomery College creates opportunities for students to pursue careers in the biotechnology industry. Faculty from MC and UMBC collaborated to develop the 4-year curriculum, leveraging MC’s partnerships with the biotech industry. The four-year Translational Life Science Technology (TLST) program, which leads to a bachelor of science degree from UMBC, will train students in the fundamentals – both theory and applied skills - of biochemistry, cell biology, epidemiology, statistics, lab instrumentation, and biochemical engineering. 

Bioinformatics Degree: Bioinformatics is an interdisciplinary field that combines the life sciences and computer science with information technology, using computers to analyze, organize, and visualize biological data in ways that increase the understanding of these data and lead to new discoveries. This new degree is the first A.S. degree in Bioinformatics in the state, and it will allow students the opportunity to transition seamlessly into the B.S. in Health Science program at the George Washington University, where they may later pursue an M.S. in Bioinformatics or a Ph.D. in Bioinformatics. 

Transfer Partners: The ability for students to transfer seamlessly from Montgomery College to a four-year university and for those students to be equally successful is one of the hallmarks of a strong academic program. Strengthening curricula such as the General Studies program, General Education program, and Computer Science is the first step in developing partnerships with four-year institutions that continue to benefit students, even when they graduate from MC. Some examples follow.  

  • MC’s A.A.S. in Biotechnology to the UMBC Transitional Life Science Technology program
  • A.S. Nursing degree to the B.S.N. in Nursing at Trinity Washington University; this program allows students to take 90 credits at MC and the remaining 30 at Trinity;
  • UMBC Raptor to Retriever (R2R) program is a pre-enrollment program for students transferring to UMBC at Shady Grove, and offers priority registration, pre-transfer advising, and social and academic preparation. This program is unique to MC;
  • An Enrollment Agreement with Notre Dame of Maryland University; students are able to take advantage of dual enrollment, study abroad, and tuition discounting upon transfer;
  • Multiple disciplinary advising pathways have been established between MC degrees and programs at UMUC; students who transfer to UMUC with an associate degree are guaranteed a scholarship;
  • The MC Health and Allied Sciences Associate degrees to the University of Baltimore’s B.S. in Health Systems Management (Main Campus and Shady Grove); this agreement guarantees admission and the block transfer of 63 credits between certain MC degrees and the HSM program;
  • The Honors Programs to the Honors program at Goucher College; this program affords students in any of the honors programs the chance to transfer with a scholarship and meet the requirements for graduating with honors from MC and from Goucher;
  • MC’s A.A. Business degree to the University of Maryland Smith School of Business programs at the Universities at Shady Grove; these agreements articulate coursework to one of the largest and most in demand transfer programs for MC students;
  • MC’s A.A.S. in Computer Gaming to University of Baltimore’s B.S. in Simulation and Digital Entertainment (Main Campus and Shady Grove); this program articulates 63 credits for students between the two programs; 
  • The Business Associate’s degree to Rochester Institute of Technology’s B.S. in Business Administration; this is the first agreement in an anticipated series of scholarship-supported STEM-related articulations between the two institutions; 
  • UMBC’s Transfer Student Alliance agreement has been updated to include more students; this guaranteed admission program is now eligible to students with a 3.0 GPA (lowered from a 3.2GPA)

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