The traditional path to a college degree-completing a program at a single institution-is becoming less common. A growing number of students are piecing together their education across multiple colleges and universities, a phenomenon frequently enough referred to as “swirling.” This presents a meaningful,and increasingly urgent,challenge for institutions tasked with assessing whether students have truly mastered the skills and knowledge their programs are designed to impart. The core of the issue centers on accurately gauging student outcomes when a considerable portion of a student’s credits originate elsewhere.

The Rise of the “Swirling” Student

Historically, the assumption was that a college could confidently assess a student’s abilities after they had completed the majority of their coursework within that institution. However, this model is increasingly outdated. The rise in dual enrollment programs, where high school students together earn college credit, coupled with economic pressures and life circumstances that necessitate students pausing and resuming their studies at different institutions, is contributing to this trend. According to the national Student Clearinghouse Research Center, approximately 35% of students transfer between institutions at some point in their academic careers.

This isn’t limited to traditional four-year universities. Community colleges, with their open-access policies and lower tuition costs, are often the destination for students who have accumulated credits from various sources and are seeking to complete their degrees. These students frequently arrive with a patchwork of coursework, making it tough to establish a baseline understanding of their skills and knowledge.

Did You Know? The percentage of students transferring colleges has increased by nearly 10% over the last decade, according to data from the U.S. Department of Education.

The Residency Requirement Dilemma

One common approach to address this is through residency requirements – the minimum number of credits a student must complete at a specific institution to earn a degree. However, setting this threshold presents a delicate balancing act. Lowering the residency requirement makes it easier for students to complete their degrees, but it simultaneously complicates the process of accurately assessing program outcomes.

Some institutions have residency requirements as low as 25 percent of the total credits needed for a degree. while this benefits students who have already accumulated credits,it raises questions about the extent to which the granting institution can legitimately claim obligation for the student’s overall competence.A low residency requirement can make it challenging to demonstrate that graduates possess the skills the college aims to impart.

The Nuances of Assessment

It’s crucial to differentiate between different types of assessment. Course-based assessment, evaluating student performance within individual classes, isn’t directly affected by transfer credits.Though, program-level and institutional-level assessments-designed to measure broader learning outcomes-are significantly impacted.

For example, assessing general education outcomes becomes problematic when students transfer in all their introductory coursework. If a student transfers in a composition course from another institution but struggles with writng at the upper-level, what does that reveal about the effectiveness of the receiving institution’s teaching? Simply identifying a deficiency isn’t enough; the institution needs to determine whether it’s responsible for addressing a gap in knowledge that originated elsewhere. Forcing capstone courses to essentially remediate prior learning is neither efficient nor fair to students who have already demonstrated proficiency in those areas.

Looking Ahead: Adapting to a New Reality

The increasing prevalence of “swirling” students isn’t a temporary trend. It’s a reflection of a changing educational landscape. Institutions must adapt their assessment strategies to account for this reality. This may involve exploring option assessment methods, such as portfolios, competency-based assessments, or more granular tracking of student learning across institutions. Collaboration between colleges and universities to standardize learning outcomes and facilitate the seamless transfer of credits is also essential. The Lumina Foundation has championed initiatives focused on increasing the transferability of credits and improving student success in higher education. Learn more about their work.

Pro tip: Invest in robust articulation agreements with other institutions to clearly define credit transfer policies and ensure that students’ prior learning is appropriately recognized.

Frequently Asked Questions About Student Outcomes Assessment

• What is ‘swirling’ in higher education? It refers to students completing their degrees by taking courses at multiple institutions.
• why is assessing outcomes challenging for ‘swirling’ students? It’s difficult to determine the extent to which the granting institution is responsible for a student’s overall competence.
• What are residency requirements? They’re the minimum number of credits a student must complete at a specific institution to earn a degree.
• How do different assessment types get impacted by transfer credits? Course-based assessment remains unaffected, but program- and institution-level assessments are significantly impacted.
• What can colleges do to improve assessment for these students? explore alternative assessment models,standardize learning outcomes,and improve credit transfer policies.
• Is the trend of students transferring increasing? Yes, the percentage of students transferring colleges has increased significantly in the last decade.
• What role do community colleges play in this trend? Community colleges are often a destination for students with credits from various sources seeking to complete their degrees.