From community college student to university student transitioning the transfer
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From Community College Student to University Student: Transitioning the Transfer. EOP 40 th Anniversary Conference Lea J. Manske & Kim Huynh Student Support and Equity Programs Cal Poly Pomona March 8, 2009. What We Hope You Will Learn:.

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From community college student to university student transitioning the transfer

From Community College Student to University Student: Transitioning the Transfer

EOP 40th Anniversary Conference

Lea J. Manske & Kim Huynh

Student Support and Equity Programs

Cal Poly Pomona

March 8, 2009


What we hope you will learn

What We Hope You Will Learn:

  • Participants will learn about our sequential 3 quarter group advising model.

  • Participants will be introduced to and be able to describe the components of our student advising portfolio

  • Participants will learn about the advising tools/strategies used within the quarterly group advising sessions.

  • Participants will discover and be able to identify potential benefits of a group advising model.

  • Participants will be able to draft a plan for creating a group advising program at their own campus.


Student support and equity programs ssep

Student Support and Equity Programs (SSEP)

  • Department within the Division of Student Affairs

  • Houses four major programs

    • Educational Opportunity Program (EOP)

    • Summer Bridge (SB)

    • Undeclared Student Program (USP)

    • Renaissance Scholars Program (RS)

    • Student Population

      • ~ 1,100 EOP/RS students & 400 Undeclared students

    • EOP Admission Target: 300 – 350 declared/undeclared

      • ~ 200 – 250 First Time Freshmen

      • ~ 100 First Time Transfer


Our advising model

Our Advising Model

Intrusive Advising Model based in Developmental and Cognitive/Behavioral Theory

  • 5 full-time advisors, 1 Coordinator of Undeclared Services, 1 Associate Director

  • 3 advising sessions per quarter for all undeclared students

    • Primary advisor for undeclared students

    • 1:1 advising, 60 min/30 min, for first year

  • 1 advising session per quarter for declared students

    • Supplemental advising for incoming freshmen and transfer

    • 1:1 advising, 60 min/30 min, for first year (prior to Group Advising)

  • Open Advising


How we got to group advising

How We Got to Group Advising

Three Key Elements Were at Play

  • Dwindling resources, limited personnel, level enrollment

    In the face of this reality, we began to think of alternative ways to effectively serve our students without compromising the positive aspects of our advising program.

  • Unique Advising Needs of Transfers

    Our Advising Team shared a desire to better serve our transfer population and wanted to create an experience unique to them.

  • Transfer Student Feedback

    Review of the data collected from our transfer student survey and focus group conversations with our junior/senior students convinced us we needed something more consistent and comprehensive for transfers.


Group advising the vision

Group Advising – The Vision

  • Create an advising experience that is developmental in nature and builds upon what students learn each quarter

  • Provide consistency of information and develop a sense of community, while maintaining the integrity and quality of 1:1 advising and allowing advisor individuality

  • Offer structure to guide the transition from community college to university, while respecting previous college experiences

  • Focus on the unique needs of the CPP transfer student and empower them to be responsible/active participants in the advising partnership with faculty advisors

  • Incorporate opportunities for individual advising as needed


Setting the stage for group advising

Setting the Stage for Group Advising

  • Piloted group advising concept in 2007-2008

  • Advisors with the larger declared caseloads developed a basic program in fall 2007

  • Other advisors added sessions winter and spring 2008

  • Fully implemented the program in 2008-2009

  • Transfer students were introduced to the group advising model during our New EOP Student Welcome the first Friday of fall quarter.


Setting the stage for group advising1

Setting the Stage for Group Advising

  • Established Quarterly Advising Themes

  • Defined Student Learning Outcomes

  • Identified Expectations of Students

  • Drafted a Communication Plan

  • Developed a Consistent and Flexible Schedule

  • Defined an Advising Session and Documentation Protocol


Creating the advising curricula

Creating the Advising Curricula

What We Knew About Our Students Needs

Two Key questions from Spring 2006 Transfer Survey

  • What topics would be helpful?

  • Degree Progress and Evaluation clarification

  • Financial Aid/staying out of debt

  • Connection/time with an advisor

  • Which campus services or information are most important for you to know about?

  • 81% Transfer Credit and evaluation clarification

  • 79% Graduation Writing Test (GWT) preparation

  • 70% EOP Tutoring Support/Services

    Fall 2006 Focus Groups

    Overwhelmingly, transfer students indicated the need for more clarification with transfer credit evaluation to stay on track and graduate sooner.


Group advising the curriculum

Group Advising – The Curriculum

Quarterly Themes

  • Fall - Transitioning to the University

  • Winter – Reflecting on the 1st Quarter

  • Spring – Planning for the Future

    Student Learning Outcomes

    Expectations of Students

  • Creating the Advising Portfolio

  • Utilizing the Advising Tools


Group advising session protocol

Group Advising Session Protocol

  • 17-18 group advising sessions offered each quarter with an 8 student maximum

  • Sessions are 60 minutes in length and are scheduled through out the week (10:00am - 5:00pm)

    • Students receive an e-mail each quarter outlining the steps to prepare for the next session.

    • Quarterly Advising/Registration Holds

    • Following the group session:

      • Log and document attendance

      • Mid Quarter Progress Report Review

      • Advising/Registration Hold Released


From community college student to university student transitioning the transfer

Early Outcomes Assessment

  • Student Participation

    • Fall 2008: 54/72 (75%) enrolled students participated

  • Winter 2009: 67/80 (85%) enrolled students participated

    • 57 (84%) came prepared with the Advising Portfolio.

  • Degree Progress Report (DPR) Assessment

    • Fall 2008, surveyed 54 transfer students

    • 33/54 (54%) indicated having accessed/reviewed the DPR

    • 19/54 (37%) indicated not having reviewed the DPR

    • 20% of the 33 who reviewed the DPR reported that it was confusing and difficult to interpret.

  • Winter 2009, surveyed 61 transfer students

    • 55/61 (90%) indicated having accessed/reviewed the DPR since the last session.

    • 6/61 (10%) indicated not having reviewed the DPR

    • 9% of the 55 who reviewed the DPR reported that it was confusing and difficult to interpret.


  • Benefits of group advising

    Benefits of Group Advising

    • For Students

    • Provides consistent, relevant information related to their transitional needs while allowing for follow-up sessions later in quarter.

    • Creates a forum for students to connect with the university and develop a better sense of belonging.

    • Opportunity to network with other EOP students in similar majors, forming study groups and lending support to one another.

    • Opportunity for students to hear the challenges other students face and to discuss ways to address them in a safe environment.

    • Encourages students to become engaged, to learn to ask more questions, and take responsibility in the advising process.


    From community college student to university student transitioning the transfer

    Benefits of Group Advising

    For Advisors

    • Advisors have more available hours for students who need individualized 1-1 session.

    • Advisors have the opportunity to partner with other advisors to conduct the group advising session.

    • Advisors have the chance to meet with other students who are not in their caseload.

    • Advisors have more time to follow-up with students who have not scheduled their group session.

    • Advisors have the opportunities to meet with students early in the quarter at the group session providing for earlier intervention, referrals, etc. (i.e. tutoring, department advising, connecting with professors).


    Benefits of group advising1

    Benefits of Group Advising

    • “Students, as a whole, felt comfortable in the group setting and almost everyone had input and even information to share with their peers.

    • I thought this was great. I have experienced one on one advising sessions before and although there are times when you still need the personal attention,

    • I feel that for general advising purposes the group sessions helped take the spotlight off the individual student allowing the students as a group to comfortably interact with the advisor.”

    • Michelle Gonzalez

    • EOP Transfer Students & James Bell Intern


    Questions

    Questions?


    Thank you for attending

    Thank you for attending!

    Kim Huynh

    (909) 869-3366

    [email protected]

    Lea J. Manske

    (909) 869-3371

    [email protected]


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