Transfer Admissions & Advising Committee

Bridging the knowledge gap between two and four year schools

TAAC 2017 Transfer Conference Agenda and Session Descriptions

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New This Year: Tuesday, May 30, 2017

  • Social Event from 6:00p.m.-8:00p.m at Gullifty’s
  • Come join the members of TAAC before the conference for some fun and appetizers
  • Please RSVP to coberholtzer@wcupa.edu before May 19th.
    • Gullifty’s, 1149 Lancaster Avenue, Rosemont, PA 19010

 

Wednesday, May 31, 2017

  • 8:30a.m.-9:00a.m. –              Registration and Refreshments
  • 9:00a.m.-10:15a.m. –            Welcome and Keynote Speaker – John Fink, CCRC
  • 10:30a.m.-11:30a.m. –           Session I – Presentations
  • 11:30a.m.-12:30p.m. –           Lunch
  • 12:45p.m.-1:45p.m –              Session II – Presentations
  • 1:50p.m. – 2:50p.m. –            Session III – Presentations
  • 3:00p.m. – 3:45p.m. –            On the go snack/Round table discussions
    • Articulation Agreements
    • Continuation of the Keynote Presentation
    • International Admissions
    • Transfer Shock
  • 3:45p.m. – 4:00p.m. –           Closing and Raffle

*Agenda is subject to change.

 

Session 1

1. A) The “Typical” Community College? No such thing!: Sandra Gonzalez-Torres

Sandra will moderate the panel. Panel participants are still to be determined but will include representatives from different area community colleges.

There are many stereotypes of community colleges and the community college student. While there are some obvious commonalities, there is no such thing as a “typical” community college or community college student. A community college’s relationship to a particular baccalaureate institution may be influenced by the community college’s history, their structure and the community they serve. Come learn from our panel of diverse community colleges (ie: large urban, multi-campus suburban, etc.); how they are structured and how they serve their communities and students. *(institution names and representatives to be determined)

While transfer from community colleges to baccalaureate institutions is not new, it seems that some baccalaureate institutions are just starting to notice the community college student. Given this, it is important for baccalaureate institutions to learn about the different types of community colleges and the students they serve. Learning outcomes: 1. Learn about some of the different types of community colleges in the area (ie: large urban, multi-campus suburban, etc.). 2. Understand the different ways the community colleges on the panel are structured and how they serve their communities and students. 3. Recognize that a community college’s relationship to a particular baccalaureate institution may be influenced by the community college’s history, their structure and the community they serve. While we hope this will be interesting to all, this presentation is geared towards baccalaureate institutions.

1. B) Preparing Student-Athletes for NCAA Division I Transfer: Kimberly Marsh, Athletics Certifying Officer Temple University

Basic understanding of NCAA Division I transfer policy and how to better advise your student-athlete. This is for advisors and transfer counselors, given in a PowerPoint and discussion format

There are times a student-athlete is attempting to communicate “missing” requirements for transfer, or a non-recruited student attempts to “walk-on” a team and are not eligible. Learn basics to be helpful in the transition.

1. C) Extending a Helping Hand to New Transfer Students: Cross-Campus Collaboration is Key for Transfer Students to Feel that They Matter on Your Campus: Jared Brown, Director of New Student Programs West Chester University of PA, Jbrown@wcupa.edu

Lisa Calvano, Management Department West Chester University of PA Kathy Koval, College of Business & Public Management West Chester University of PA

The more transfer students feel included, heard, and valued, the more likely they will be successful on a college campus. The feeling of being seen and heard should extend beyond the admissions process and into both the classroom and out-of-classroom experiences. This session will focus on the challenges of meeting transfer students’ academic and social adjustment needs as well as the opportunities this presents. Our session will provide an overview of new collaborative efforts between the Department of Management and the Office of New Student Programs at West Chester University and highlight what extended assistance we will pilot to help new transfer students in their first year and beyond. With more support in and out of the classroom, we believe new transfer students will thrive as they transition to their new academic and social environments.

The presentation will apply theory to practice in assisting transfer students in and out of the classroom. We will review Schlossberg’s Theory of “Marginality and Mattering” along with concepts from Kahn’s “Holding Environments at Work” to emphasize the importance of extending communication beyond admissions and providing connection opportunities for new transfer students. These opportunities will happen when there is collaboration across the university and departments understand the importance of the transfer student transition.

 

Session 2

2. A) Resources to Support Transgender Transfer Students: Christopher M. Dungee, Counselor/Assistant Professor at Delaware County Community College

Accommodating transfer students on your campus can provide challenges for even those well prepared institutions, but more and more college campuses across the country are making an effort to accommodate transgender students. Have you ever considered how and what your campus is doing? This session will help you support transgender students in their transition to your institution, to help them feel welcomed, and support them as they look to navigate the college experience. In this session, terminology will be reviewed, as will topics around recruitment, retention, and admission practices, to name a few. This session will provide a safe environment to ask questions to better educate your knowledge and understanding of the transgender transfer student.

Although college campuses are more inclusive than ever they still have a long way to go. As I meet with college personnel, it has become clear that they do not know what policies to adopt or what systems to put in place to ensure that trans students are not just recruited but are retained. There is increasing visibility of this population and many are faced with leaving their current school to find a better prepared, more suitable environment. Although transgender students look for many of the same factors in a college or university as any other transfer student, there  unique challenges as well. All personnel play an important role. Admissions personnel, counselors and advisers, teaching faculty and more should have a vested interest in helping transgender transfer students.

2. B) Working with Transfer student: From Recruitment, to Retention, to Graduation, and Beyond: Kate Markowitz (Rickards), Director of Transfer, Veteran and Online BBA Recruitment Fox School of Business, Temple University, kmrick@temple.edu; Claudia Bereshnyi Assistant Director of Transfer, Veteran and Online BBA Recruitment Fox School of Business, Temple University

Temple University was founded as a community school allowing access to a quality college education. While the freshmen standards become more selective, the school remains a transfer friendly institution. At Temple’s Fox School of Business over 40% of the 6800 undergraduate students come as transfer students. This session will discuss the ways in which Fox engages these students from the time they identify Fox as where they would like to transfer to, through the pre admissions and admissions processes, orientation, advising and the co-curricular activities students are engaged in while they are at Fox.

This presentation is aiming to act as a case study for successful enrollment management of transfer students from initial inquiry throughout the entire transfer admissions process to the time of enrollment. The session will also address creating students that are actively engaging in outside the classroom professional development activities leading them to be part of Fox’s 94% job placement rate.

2. C) The New Rules of Engagement: Understanding and overcoming some of the student-veteran challenges inherent in the transition to college: Michael Sparrow, Associate Dean, Academic Success/Northampton Community College

Many students, especially student-veterans, may not possess the institutional and academic capital necessary to transition into the role of college student. Consequently, these students do not integrate into the campus culture, leading to academic struggles and failure to persist and graduate. We will examine some of the challenges facing student-veterans in their acclimation to college-level work through liminal theory and Pierre Bourdieu’s theories of cultural capital, field, and habitus and explore how these theories can provide the foundation of proven success programs like academic coaching.

Many student-veterans do not possess the institutional and cultural capital necessary to become effective college students in both a social and academic sense. Numerous academic success programs exist today, but many of these well-intentioned programs are not informed by relevant theory and therefore fail to fully realize their potential to reach students and drive positive academic outcomes. This presentation will examine Pierre Bourdieu’s theories of cultural capital and habitus and how the transmission of cultural capital can empower students in their efforts to integrate in campus life and perform better academically. This presentation will also explore how Bourdieu’s theories can inform and underpin student success programs like academic coaching and other student-veteran success outreach efforts. Learning Outcomes: After attending this presentation, participants will be able to: 1. Describe some of the unique and universal challenges facing student-veterans on campuses 2. Define cultural capital and habitus and apply these theories to the challenges facing student-veterans 3. Explain how the transmission of cultural capital, institutional competency, and college “know how” to student-veterans can facilitate campus acclimation efforts and academic performance. 4. Deploy these theories to enhance current academic success programs or create new, effective programs that drive student-veteran success and persistence.

 

Session 3

3. A) Recruitment & Retention of Transfer Students: The Role of Innovation and Collaboration in Transfer Student Success: Shannon Zottola, Nakia Mack, Interim Director of the Center for Student Success & Director of Retention, Cabrini University 

This session will explore innovative methods of expanding the transfer enrollment funnel, as well as how internal institutional collaboration and strategic goal setting can assist in boosting the success of transfer students at your institution.

While successful recruitment of transfer students is critical to an institution’s ability to meet revenue goals, retaining and graduating transfer students is equally important for a variety of reasons. This session will provide a combination of theoretical foundations, best practices, and practical strategies designed to assist Enrollment Managers in meeting both transfer recruitment and retention goals.

 3. B) Put Yourself in Their Shoes: A Prospective Transfer Student’s Online Journey: Mark Cunningham EVP, Client Solutions and Strategy

Breaking news: Prospective transfer students are online. They’re searching constantly and for everything. They’re spending time on mobile and social. And they’re quietly demonstrating interest without telling you who they are. The online journey of a prospective transfer student is an elusive one for those in undergraduate enrollment. With that journey in mind, we’ll put ourselves in their shoes and walk through some of the things you should consider to ensure your institution is accomplishing what is needed to reach and engage these audiences along the way. Included in this session will be data, insights, and strategies from our partners at Google, along with actionable to-do’s you can take away that cover everything from search results and mobile interactions to how your website experiences for these students can improve.

For 30 years, Carnegie Communications has been a leader in higher education marketing and enrollment solutions. Our recruitment and lead generation services combined with our digital marketing capabilities effectively target undergraduate, graduate, international or transfer student markets to help you meet your enrollment goals. In our presentation, we will share best practices gleaned from our experience that enrollment and admissions personnel can implement immediately.

 3. C) Everybody Struggles: Transfer Student Adjustment, Transition, and Mental Health: Rachel Daltry, Psy.D., Psychologist/Assistant Professor West Chester University

This presentation is for those university personnel that interact with transfer students and are interested in the unique emotional and mental health needs of these students. We will discuss our research findings regarding differences between transfer and nontransfer students on mental health factors, social involvement, and academic success as well as the transfer student population based on when and from where students transferred. Presentation will use powerpoint and discussion.

Transfer students are a significant subset of the college student population and it is important for campuses to be attuned to their clinical needs. According to the U.S. Department of Education, almost 60% of college students attend more than one university (Adelman, 2006; Peter & Forrest Cataldi, 2005). Additionally, according to the National Student Clearinghouse Research Center, one third of students who started at 2-year public institutions and 13% of students who started at 4-year public institutions finished at institutions other than the one where they first enrolled (Shapiro, Dundar, Wakhungu, Yuan, & Harrell, 2015). Transfer students may have diverse reasons for transferring, such as difficulties with adjustment at original institution, changed finances, new career goals, or simply advancing from community college to a 4-year institution. Clearly, a large number of students are transferring and it is important that colleges address their specific needs, which may differ from nontransfer students. Research on the transfer student adjustment process has primarily focused on academic experiences, with a particular emphasis on grade point averages (GPAs) and retention rates. Our focus is unique in that we focus on the psychological factors that impact the transfer transition and adjustment process.

 

Thank you for your interest in the 2017 TAAC Conference!

Sincerely,

The members of the Transfer Admissions and Advising Committee

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