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Campus Leads Onboarding Breakout Session Summary

Campus Leads Onboarding Breakout Session Summary

Overview

ChatGPT analyzed notes from the 20 breakout discussions conducted during the Campus Leads onboarding session on December 5, 2025, and summarized the major themes. These discussions centered on the topics listed below.

For questions, contact Dr. Katie Giardello at GiardelloK@michigan.gov.

    • Desire for a more in-depth, unified statewide structure or "playbook" for transfer.
    • Standardization of course prefixes and numbers, transfer rules, and procedures.
    • Need for state-led guidance: best practices for presenting pathways, common definitions, and expectations.
    • State-level centralized database of up-to-date transfer equivalencies.
    • Standardized minimum course-equivalency criteria (e.g., 70% outcome match, AACRAO guidance).
    • Reduce or eliminate triangulation of credit equivalencies.
    • Ensure the MTA fully transfers without credit loss.
    • Build in exceptions/waiver processes in the unified structure.
    • Clarify Michigan's de-centralized system and how to operate within it.
    • Concern that 10 pathways may be ambitious-previous efforts yielded only a few meaningful ones.
    • Need pathways that are:
      • Clear, transparent, and easy to understand.
      • Not watered down-must be meaningful and rigorous.
      • Linked to career exploration and decision-making.
      • Supportive of specialty majors (e.g., CS, engineering) by clearly identifying what can be taken in years 1-2.
      • Inclusive of AAS-to-bachelor's transitions (terminal program students).
      • Inclusive of GTE/skilled trades and CPL/AP/IB/CLEP/A-level/experiential credit.
      • Designed so students know from day one which courses apply.
    • Need strong statewide tracking of:
      • Students in MiTransfer pathways (including transcript notations).
      • Student progression and success. Pathway usage and course-taking patterns.
      • Whether institutions follow the agreements ("put teeth behind pathways").
    • Unified data for transfer evaluation, CPL acceptance, and credit mobility.
    • Better access to timely, accurate data for advising and reporting.
    • Marketing informed by data.
    • Better and more frequent collaboration between 2- and 4-year faculty and staff.
    • Trust-building across institutions, beyond individual relationships.
    • Agreements on what constitutes a "good enough" course match.
    • Faculty understanding of transfer issues and pathway structures.
    • Addressing the biggest hurdle: curriculum committees and faculty acceptance of equivalencies.
    • Need improved communication:
      • Across leadership, faculty, advisors, and administration.
      • Across institutions (2-year - 4-year).
      • With high school counselors and MACAC.
    • Need for:
      • Staff training, primers, and onboarding materials.
      • Consistent messaging and shared language.
      • Knowledge continuity despite employee turnover.
    • Simplify advising: clearer pathway maps, fewer exceptions, easier navigation.
    • Student-friendly materials:
      • Transparent, easy-to-find, public-facing documents.
      • Better statewide promotion and visibility.
      • Marketing that helps students plan early and avoid excess credits.
    • Support for first-generation students.
    • Tools for student self-service.
    • Reduce financial concerns and credit-loss risk.
    • Overall desire for seamless transfer and elimination of barriers.
    • Improve acceptance of: Prior Learning Credit (CPL).
    • Credit for alternative learning (AP/1B/CLEP/industry credentials).
    • Increase number and quality of transfer agreements/articulations.
    • Ensure 4-year institutions accept the pathway and follow rules.
    • Consistent timelines for course acceptance and updates.
    • Need for:
      • Clear implementation plans and deliverables.
      • Rollout strategy involving all stakeholders.
      • Assurance this initiative is more successful than prior attempts.
    • Desire for momentum and confidence that "something good" will come from this work.
    • Hope that this leads to genuine change, not symbolic efforts.
    • Improve public perceptions of higher education.
    • Increase university enrollments through successful transfer pipelines.
    • Help CC students see the full range of their educational options.
    • Ultimately: more credits transferring, fewer delays, and more students reaching degrees efficiently.