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:.
EOP 40th Anniversary Conference
Lea J. Manske & Kim Huynh
Student Support and Equity Programs
Cal Poly Pomona
March 8, 2009
Intrusive Advising Model based in Developmental and Cognitive/Behavioral Theory
Three Key Elements Were at Play
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.
Our Advising Team shared a desire to better serve our transfer population and wanted to create an experience unique to them.
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.
What We Knew About Our Students Needs
Two Key questions from Spring 2006 Transfer Survey
Fall 2006 Focus Groups
Overwhelmingly, transfer students indicated the need for more clarification with transfer credit evaluation to stay on track and graduate sooner.
Student Learning Outcomes
Expectations of Students
Early Outcomes Assessment Transitioning the Transfer
Benefits of Group Advising Transitioning the Transfer