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:• 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)

• 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

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

Group Advising – The CurriculumQuarterly 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

• 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

Early Outcomes AssessmentStudent Participation

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

• Winter 2009: 67/80 (85%) enrolled students participated57 (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 AdvisingFor 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.

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 Advising

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 GonzalezEOP Transfer Students & James Bell Intern

Questions?

Thank you for attending!

Kim Huynh

(909) 869-3366

nkhuynh@csupomona.edu

Lea J. Manske

(909) 869-3371

ljmanske@csupomona.edu