Transfer Admissions & Advising Committee

Bridging the knowledge gap between two and four year schools


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TAAC 2017 Transfer Conference Agenda and Session Descriptions

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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Is the financial burden worth it? : YES

Is college worth the financial burden?

Yes. Yes. Yes, a thousand times yes! (Imagine yourself responding enthusiastically to a marriage proposal, and you can picture how I am enthusiastically answering this question.)

At a time when college is seen as a financial burden, the question we now get from students is “is it worth it?” Parents wonder if getting into debt upon graduation is worth it? Will my son/daughter be burdened by financial debt? Will he/she get a job?

Well, of course these are all valid questions. We can throw statistics out there for each of our schools that the employment rate is “in the middle to upper 90% within 6 months of graduation” but is that enough of a statistic to help ease their troubled minds?

Then I found this article, and it was incredible. The Millennial’s (ages 25-32) have shown drastic changes in unemployment rate, poverty levels, and salary earnings with a bachelor’s degree. The percentage differences have significantly increased from other generations and it seems that the gap will continue to grow.

So check out the article. It pretty much means job security for life for us, right? … well, we can only hope. But all the numbers are in our favor. We can tell the students and parents that college is a necessity. Finishing a bachelor’s degree after an associate’s is also a necessity. Which means our jobs as admissions counselors are absolutely a necessity.

So, what to tell our students? Simple: Go to college people. It’s the thing to do.


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Conference Presenters: Janet Distel, Dan Gilbert, Madeleine DeBot, and Carly Salvadore

For those of you not keeping count (I’m not sure why you wouldn’t be; this event is sure to please!), we are just a mere 2 weeks away from the conference. We have already seen a few biographies of the powerful list of presenters for the conference; however, let’s take a look at the Temple crew, presenting on the pathway of a transfer student.

 

Dan Gilbert, Madeleine DeBot and Carly Salvadore are all professional Academic Advisors at the College of Education at Temple University. Under the direction of Janet Distel, Director for Undergraduate Academic and Student Affairs, they and other members of the Undergraduate Student team have worked to streamline and improve the transfer student process with the goal of making the student experience as transparent, comprehensible, and seamless as possible. Some solutions are big picture (i.e. articulation agreements), while others are as simple as periodically emailing students from the time they make their deposit to the University until they attend the Orientation Advising. This allows a continuous line of communication to the students so they know what to expect at each event. For instance, one email will outline what essential items to bring to their orientations (i.e. transcripts, course syllabi), as those items will allow us to assist them better when registering for a full schedule of needed classes on the day of their orientation advising sessions.

We know that retaining a student begins from the moment that student makes his or her deposit, so we have identified issues and solutions on both the macro and micro levels: everything from taking lead roles in drafting transfer articulation agreements with community colleges, to forming strong relationships with key departments and faculty to creating Google docs and spreadsheets that allow for easier tracking of syllabi needing reviews and transcripts yet to be received. All efforts are aimed at offering all transfer students the same high level of service while also approaching each student as an individual with specific needs, challenges, and goals that need to be supported. Essentially, as a group, we continue to identify the potholes and speed bumps and to then create solutions to make the road ahead smoother!

Our hope for this presentation is to share our specific solutions to challenges, but to universalize those solutions in such a way that any advising unit could tweak and adjust as needed to meet their own administrative and student needs.

 

As a transfer counselor myself, I am looking forward to hearing about the insights this group has to offer! Anything to make the pathway of a transfer student smoother is music to many people’s ears.


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Student Swirls

The ideal image that comes to mind when you envision a traditional high school age senior student going to college is simplistic: the student enters a four-year college right after high school and stays there until a bachelor’s degree or higher is earned. However, the reality of that is much less straightforward and can include many paths—including some that crisscross, go backwards, or stop all together before the finish line. In a report released in 2012 by the National Student Clearinghouse Research Center, one-third of all college students transfer schools before earning a degree. This has been a largely increasing trend, and is now referred to as Student Swirl.

There are many factors that can affect this. It could be cost, lack of major, sports, unhappiness, or location. Most recently, online education has become a huge factor. Students see this as a simple option and think that it will be easier and more flexible to do college online rather than in person. Once the realization of the extent of work needed, and they speak with friends enjoying going to campus, the student changes their mind. With more and more online institutions becoming available, plus the availability of taking courses online at the well-known campus institutions as well, students see this as a viable option right off the bat. Not to mention the change in generations as the “instant gratification and simplistic way of thinking” age starts attending college. This has added to the number of transfer students in the past 5 years. Another huge factor is tuition. Every year, most colleges and universities increase their tuition by a certain percentage. So slowly, $30,000 schools become $40,000 schools, and even quicker, they become $50,000 schools. After the economic downfall in 2008, students were educated more on the vast amount of debt this can add up to.

But aside from all those, the most logical and common transfer trend is students transferring from a two-year school with an associate’s to a four-year school to complete their bachelor’s degree. This helps bring down the cost of college immensely. While this may not happen as picture perfectly as we hope, even student who attend for a year or eighteen months tend to save money in the long run.

Student swirl becomes an issue of concern because it affects two sides of the coin. On one side, schools have to make incoming transfer students feel welcome. I have touched about this in previous posts, and schools are starting to work to make their orientations and transfer populations feel more involved on campus. On the other side, the schools have to work on their retention side to make sure students don’t transfer out. Understanding the student is the most important aspect of trying to curb transferring out.

Another Clearinghouse report shows that of the one-third of students who transfer, 60% go on to complete their bachelor’s degree, while 8% (6 years after the transfer) are still working towards their degree.  The rest drop out or transfer again.

While this is an inevitable phenomenon, it is something that schools are becoming better prepared for. Schools are working closer with two-year schools and high school guidance counselors to help bridge the knowledge gap. High school guidance counselors can help the high school students make more informed decisions about the need to go to community college, whether to help save money or to bring up grades.

It is becoming more and more important for transfer professionals to speak openly and frequently with both two-year counselors and high school counselors to help alleviate some of the stresses that can come with transfer students. So while the term student swirl is new to me, it is definitely here to stay. It is just a matter of adjustment on all ends.


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Best Transfer Recruitment Practices

As a transfer counselor, we have all been involved in a transfer day fair, a transfer open house, and an individual visit where we are inconspicuously put the stairwell and hope someone stops to ask a relevant question, but 9 times out of 10, it is something like “do you know where the bathrooms are?” Since transfer students are becoming more and more of a huge part of a schools success, it is important to know the best method for recruitment. I think the answer to this question will vary from school to school, because let’s face it, a small private school and a large public school have a vastly different approach to recruitment efforts, but what type of transfer recruitment program do you think is most effective?

We know that the previously named recruitment tools all have varying levels of success, but are there more effective programs or alternate programs that work just as well? We all know prospective transfer students have many different types of questions than a prospective freshman student or even a continuing studies non-traditional student. For instance, a high school senior seeking freshman admission to a University may ask an Admission Representative what their institution requires for standardized test scores or high school GPA. And yet a prospective transfer student may ask something like, “do you accept upper-level biology courses as a major course?” Or, even more complicated like, “I have potential transfer credits from two different universities, how does your university accept these potential transfer credits?” The point being here is that a prospective transfer student has many different and more complex questions and concerns as they approach admission representatives.

Can a 5-10 minute conversation at a college fair answer these type of questions accurately and appropriately?

This doesn’t mean regional or community colleges should not offer their students transfer fairs, but it makes us think about the type of transfer recruitment programs we plan and organize for our prospective transfer students. Individual visits by a four-year admission representative to a county or community college can be fruitful, especially if institutions have a partnership agreement established. But, what are some other forms of recruitment programs for transfer students? Transfer Information Sessions, Transfer Night programs, or online or virtual Transfer Open House presentations have been done before and they have produced effective results. Initially, an online Transfer Presentation or webinar sounds like a good idea, but feedback from transfer counselors and other IT and Instruction Design professionals give this type of recruitment strategy mixed reviews. Not due to the content, but the way it is offered or portrayed to the prospective students, not to mention the technology related issues that may arise. Today’s student is certainly savvy enough to locate, participate, and view an online seminar, but unless this program is asynchronous and can be viewed or downloaded at any time the convenience aspect of an online recruitment program goes out the window.

So what seems to be the best type of transfer recruitment program? The answer may not be an absolute answer, but maybe more of a formula developed to attract and hopefully service a multitude of prospective transfer students. It also varies depending on the need of both the school and the student. Prospective transfer students have individual needs, concerns, and questions they feel that need to be heard, while the schools have a quota to meet.

Fill out the poll below and see what schools across the tri-state area think is the best transfer recruitment tool!


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The Transfer Process through a Transfer Student

As a transfer counselor, we hope that the transfer process starts long before the application comes through the door. In reality, we hope that it starts for the student when they begin at their two-year school, however, 9 times out of 10, this is definitely not the case. We’ve all seen those last minute, the-semester-starts-tomorrow applications and the frantic phone calls about starting before the add/drop deadline, but how does the process go for a student? What actually happens? Who do they actually talk to?
Well, to really see how the transfer process works for a student, we have decided to interview a transfer student from Lehigh Carbon Community College, Mr. Zachary Kunkel.

When did the transfer process start for you?
The transfer process started the middle of my third semester at Lehigh Carbon. It was constantly in the back of my mind during my first year at LCCC, but I didn’t actually start doing anything about it until the middle of my third semester.

How did the transfer process start for you?
Well, I was close with my advisor beforehand, so I frequently spoke with her about schools. Her and I would throw names out and discuss the pros and cons of the school. Once I had finally decided on my major, which was actually the most difficult part, my advisor told me to speak with the professors in that department (English) so I could pick their brains for school and program ideas.
Once I had a list of schools decided upon, I planned a few travel days, starting with the schools closest to me and working outward. I actually didn’t apply to any schools until I had seen it with my own eyes. I had never lived on campus and I knew I wanted to do that for my last two years at school, so visiting was a huge factor in making my decision.
After I visited, I filled out the applications. From there, only 2 schools got in contact with me right away and that was also important.

Did you look at any schools that LCCC had articulation agreements with?
Yes. LCCC has a few articulation agreements and it was a small factor in deciding which schools to apply to, but once it came down to deciding which one, it wasn’t as big of a factor as I originally thought.

What was the best part of the transfer process?
Well actually, the constant communication I had from both schools was the easiest part. I felt I had a very smooth transition because both the schools were in contact with me about what I needed to do to complete the transition. Everything from requesting my finals transcripts on LCCC’s side, to getting my medical records in to the school I chose’s side. Neither side missed a beat.

What was the hardest part of the transfer process?
While I had a good idea as to what to expect when I started at my new school, there was still a few things I had to get used to. Having a roommate for one was something I mentally prepared for, but you can never really prepare yourself for that.

What was the most important factor in your decision?
Knowing the number of credits that would transfer. I wanted to know before I made my decision so I could calculate money. I had already been in school for 2 years and paid for those classes, so I didn’t want them to just go down the drain. I found out from only 2 schools how many credits I would receive. Everyone else told me that I had to deposit to get that number.

After you visited and were accepted to a few schools, what was your process then?
I started to crunch numbers. I paid very little while attending a community college, so finances were important. After I put everything into the equation and thought about what I was going to get out of the school in the long run, cost wasn’t as big a deal anymore, but still a deciding factor.

Any additional thoughts?
The communication from both the community college and 4-year college were very important in making my decision. I wanted to feel prepared for what I was getting myself into and both sides fulfilled that. From advising, professors, and registrar’s on the CC’s end to the staff, financial aid, and student life on the 4-year schools end, the communication was key. It was what made me feel that I was ready to jump into a 4-year school.

Thank you.

So a quick wrap-up. What we keep talking about and what was discussed in the Transfer Shock post all bodes true to the transfer student. While this is just one student, with one vision, and one track, it is important to understand the process through a student. We can want, hope, and beg for the student to follow the yellow brick road to transfer happiness, but in reality, the road is filled with ditches and forks and holes for the student to navigate on their own. With both the 2-year and 4-year schools help, the transfer process can be smooth; well at least it was for Zachary.


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Upcoming Events

So far we’ve talked about who we are and what we’ve done as a group. Now let’s look ahead at what we plan on doing in the future!

In tune with the hustle and bustle of the start of the academic year, TAAC is also in full swing with the outlining and planning of our future events. The calendar has been (tentatively) set for our 2014 bus tour. With some tweaks and fine tuning from 2012, we are looking to be bigger and better than before with hopes that more 2-year school representatives will join us. Tentatively, the schedule is as follows:

April 24, 2014 – West Chester University, Immaculata University, and Pennsylvania State University, Brandywine.

September 16, 2014 – Neumann University, Widener University, and Temple University

November 19, 2014 – Rosemont College, Saint Joseph’s University, and La Salle University

As we get closer to the first date, more information will certainly be available about the order of operations. Until then, much of our focus is on our Inaugural TAAC Transfer Conference being held on March 19, 2014 (Save the date!), graciously hosted by Delaware County Community College at their Marple Campus. While we are in the midst of the planning process, and we mostly want to pull out our hair, we are ecstatic to host something so invaluable in the transfer world.

Our keynote speaker, which I will highlight in a post closer to the event itself, is Fran Cubberley, the Vice President for Enrollment Management at Delaware County Community College where she has worked since 1995. We are very excited to have her as our keynote speaker as she comes with a breadth of experience and knowledge, particularly in the transfer world!

Other topics we hope to be discussing will be: transfer shock, transfer orientation, adult students, MOOCs, veterans, international students, use of technology, picking a college, new transfer professionals, and articulation agreement development. These topics are just a few of the trouble zones we constantly see being discussed in the transfer world. While these are not set in stone, we have some great speakers lined up for the conference. The speakers include Dr. Dennis Dougherty, Dean of the Schools of Graduate and Professional Studies at Rosemont College; Mr. Jared Brown, Director of New Student Programs at West Chester University; Mrs. Nora Manz, Transfer Specialist at Delaware County Community College; and Dr. Patricia Shope, Prior Learning Assessment Coordinator at Pennsylvania State University.

A conference dedicated solely to the transfer world is like a gift for all of us involved in TAAC. We are immersed in the transfer world which feels almost like an elite club that only a few get the privilege (although some are forced) to be invited into. The transfer conference will be a great outlet for the 2 and 4-year schools in the area to gain invaluable knowledge on topics they only have a vague understanding of. The one thing we’ve noticed being in TAAC is that very few people know all the ins and outs of transfers. Most know a lot about a few things here and there. This conference will allow us to put the bulk of the transfer wisdom into one room and to spread the love! 

So be sure to save the date for March 19, 2014 (and yes, I am aware that is the 3rd time I’ve mentioned the date)! We will have vendors and sponsors present at the conference as well and have high hopes that you will be a transfer guru once you leave the conference.

Check back next week for the next post, which will be “through the eyes of a transfer student”!