The Texas Higher Education
Assessment, Advising and Transfer
Assessment, Advising and Transfer
9, P M
In association with
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TABLE OF CONTENTS
Agenda ........................................................................................................................... 3
Email/FAX/Call-In Instructions .......................................................................................... 4
FAX Question Sheet ....................................................................................................... 5
Advisory Committee ........................................................................................................ 6
Panelists ......................................................................................................................... 7
Entrance Services ........................................................................................................... 8
Transfer Services .......................................................................................................... 10
“Policy Alert” .................................................................................................................. 20
“Amarillo College Community Link” ............................................................................... 26
“Ideas+” ........................................................................................................................ 31
“S.T.E.P. (Secondary Technical Education Program) ...................................................... 32
“Title V UTEP/EPCC Tranfer Grant” ............................................................................... 33
Random Thoughts ......................................................................................................... 35
Upcoming STARLINK Programs ................................................................................... 38
Evaluation Form ............................................................................................................ 39
“Student Services: Assessment, Advising and Transfer “ 2
INTRODUCTION AND OBJECTIVES —————— Bob Ray Sanders
· Transition From Secondary ————————- Panel
· Amarillo Community Link ————————- Video
· Orientation Services ————————- Panel
· S.T.E.P. Program ————————- Video
· Counseling/Advising ————————- Panel
· Maximizing Resources ————————- Panel
· IDEAS+ Program ———————— Video
ONGOING ADVISING SERVICES ————————- Panel
· State transfer practices ————————— Panel
· Model program
El Paso Community College ——————- Video
· Transfer Tools ————————— Panel
· Transfer Dispute Resolution ———————— Panel
Q & A WITH RECEIVE SITES ————————- Panel
CLOSE ———————— Bob Ray Sanders
“Student Services: Assessment, Advising and Transfer “ 3
There are three ways in which you can interact with the panelists:
E-MAIL: Before AND DURING the program, you may email your
questions to the panelists at email@example.com.
FAX: Before November 9, fax to 972.669.6699
On November 9, fax to 972.669.6633
CALL: You are encouraged at any time during the program to call in
your questions and comments.
The toll-free telephone number for call-in questions is:
HOW IT WORKS: Your call will be answered by a member of our staff, who will ask for your
name and site location. You will then be put on hold. While you are on hold, you will be able
to hear the videoconference through the telephone. Stay on the line so we can communi-
cate with you if necessary.
If your call should be accidentally disconnected, call again and tell the operator you were
disconnected while waiting to ask a question.
When prompted or introduced by the program host, give your name and site location, and
state your questions as clearly and succinctly as you can. Please be aware that while you
are asking your question and while it is being answered you will be “on the air.” Please
remain on the line until your question has been answered and your call has been
BETTER AUDIO: To minimize the possibility of any technical or program difficulties that may
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“Student Services: Assessment, Advising and Transfer “ 4
FAX QUESTION SHEET
Enter your question or comment below in 25 words or less and print clearly so that the
moderator can read the question.
Vi ewi ng Si te, C i ty, State:
Questi on or C omment:
“Student Services: Assessment, Advising and Transfer “ 5
Tim Nugent Gary Hatteberg
Vice President Producer
Student Services MnSAT
Facility: VV Campus 500 Minnesota World Trade Center
Bldg: 2000 Room#: C-429 30 East Seventh St.
915-831-2640 St. Paul, Minnesota 55101
Internet: firstname.lastname@example.org email@example.com
Kay Hale 651-296-7135
Senior Project Director Linda Lade
Texas Higher Education Coordinating Board Program Collaboration and Transfer
P.O. Box 12788 Minnesota State Colleges and Universities
Austin, Texas 78711 1450 Energy Park Dr, Suite 300
512-427-6244 St. Paul, MN 55108-5227
firstname.lastname@example.org Phone: 651.649.5743
James Goeman Fax: 651.632.5008
Texas Higher Education Coordinating Board email@example.com
Comm. & Tech. Colleges — Instructional Programs Raul Arizpe
P.O. Box 12788 Counselor/International Student Advisor
Austin, Texas 78711 El Paso C.C. District
Phone: (512) 427-6249 firstname.lastname@example.org
Henry Hartman FAX 915-831-2321
Executive Director LeAnne Schmidt
9596 Walnut Street Inver Hills Community College
Dallas, TX 75243 2500 80th Street East
972-669-6501 Inver Grove Heights, MN 55076
hhartman@DCCCD.edu Phone: 651-450-5898
Penny Dickhudt Fax 651-450-8677
Executive Director E-mail: email@example.com
500 Minnesota World Trade Center
30 East Seventh St.
St. Paul, Minnesota 55101
“Student Services: Assessment, Advising and Transfer “ 6
Raul Arizpe has twenty-five years experience in student services at El Paso Community College.
Currently he serves as Counseling Coordinator/International Student Advisor at the college and is
in the process of creating a new District –wide Student Orientation and Transfer Center
James Goeman is a Program Director for the Texas Higher Education Coordinating Board. He
has a PhD in English from UNT and 10 years higher education teaching experience. Dr. Goeman
joined THECB in January 2002.
Linda Lade is currently Program Manager, Program Collaboration and Transfer for the Minne-
sota State Colleges and Universities. In this capacity she facilitates pathways for transfer of
credit among the Minnesota State Colleges and Universities, as well as other partners in higher
education (University of Minnesota, private colleges, and bordering states). Ms. Lade also
administers Guard Online, a project that provides online college courses to Minnesota Army
National Guard members who are deployed on various foreign and domestic missions.
LeAnne Schmidt has been a Community College Counselor for 12 years, the past 8 years I
have been at Inver Hills C.C. I am a Nationally Certified Counselor. I attended a community
college after high school and went on to get my Bachelors and Masters Degrees from State
Universities. Along with seeing individual students, I also teach Career Planning and College
Success courses. This year I am involved with a project (IDEAS+) aimed at incorporating Col-
lege Success Strategies into the classroom, across disciplines.
Bob Ray Sanders is a professional communicator with major achievements in print journalism,
public broadcasting, and higher education. Sanders is a columnist for the Fort Worth Star-Tele-
gram. In two decades in public broadcasting, he served as vice president of KERA-TV, Channel
13 in Dallas-Fort Worth and as host and producer of the station’s award-winning public affairs
program, “News Addition.” He is also a distinguished lecturer at Texas Woman’s University and a
past president of the Press Club of Fort Worth.
“Student Services: Assessment, Advising and Transfer “ 7
College, A Head Start!
Dual Credit, TX
Post-secondary Ed. Option (PSEO), MN.
High School Articulation
College, A Head Start!
CEEB, APP, TX.
Defense Activity for Non-traditional
Education Support (DANTES), MN.
Secondary Technical Ed. Program
New Student Orientation
New student orientations all for one, one
Every student individually advised.
Advisors lead, plan and prepare
Masters level Counselors present and
Financial Aid resolution
Registration provided on site
COUNSELING AND ADVISING
Masters level faculty counselors
Appointments, walk ins, personal, career,
Counselors and Advisors work as a team
Advising is required for Developmental
Counselors run projects, write grants,
make classroom and community
More with less
Web and Telephone Registration
Academic advising in college entrance
Students cleared at any point
Clearing students for multiple semesters
More with less
Extended, open, and late Registration
Counseling Website/Ask a Counselor
Texas Supports for Transfer
• Core Curriculum
• Field of Study Curricula (FOSC)
• Common Course Numbering System (TCCNS)
• Academic Course Guide Manual (ACGM)
Texas Core Curriculum
Assumptions and Defining
• Institution adopts own core curriculum of
• Must be consistent with TCCNS
• Fully transferable within Texas
• Core curricula are defined and assessed in
terms of student outcomes
• Core curricula must reflect Perspectives and
Basic Intellectual Competencies
Perspectives in the Core Curriculum
• Establish broad perspectives
• Capacity to reflect upon multiple aspects of life
• Recognize importance health and wellness
• Develop knowledge of how technology and
science affect their lives
Perspectives in the Core Curriculum
• Develop personal values for ethical behavior
• Develop ability to make aesthetic judgments
• Use logical reasoning in problem solving
• Understand interrelationships of the scholarly
Minnesota Transfer Curriculum
• A broad educational foundation
• Integrates a body of knowledge and skills
with contemporary concerns
• Essential to meeting the individual’s social,
personal, and career challenges
• Competency-based outcomes
Academic achievement level
• Appropriate to lower-division general
• Definition of general education key to
appropriate implementation of the
Minnesota Transfer Curriculum
Minnesota Transfer Curriculum
(core goal areas)
• 1. Communication (written and oral)
• 2. Critical Thinking
• 3. Natural Sciences
• 4. Mathematics/Logical Reasoning
• 5. History and the Social and Behavioral
• 6. Humanities and the Fine Arts
Goal Areas continued (theme areas)
• 7. Human Diversity
• 8. Global Perspective
• 9. Ethical and Civic Responsibility
• 10. People and the Environment
Courses may be designed to incorporate
one of the theme areas into a core goal
area and Critical Thinking may be infused
into any of the other goals.
Basic Intellectual Competencies
• Critical Thinking
• Computer Literacy
Core Curriculum Categories
3. Natural Sciences
5. Visual & Performing Arts
Core Curriculum Categories
6. Political Science
7. Social & Behavioral Sciences
8. Institutionally Designated Option
9. U.S. History
Exemplary Educational Objectives
• Courses in component area must satisfy
appropriate educational objectives
• Objectives describe the knowledge &
abilities a student should obtain after
successfully completing courses in
Field of Study Curricula (FOSC)
• Each FOSC is designed to satisfy the lower-
division requirements for a specific degree
• Students who complete FOSC coursework
are guaranteed successful transfer
• Program planning guides
• Articulation agreements
• A.F.A. Degrees in art, music, theatre
Comparisons: Minnesota and Texas
• Course numbering System
– Texas has a common course numbering
– Minnesota does not have common course
Common Course Numbering System
• Provides a uniform set of course designations
for students and advisors to determine course
equivalency on statewide basis.
• When students transfer between two
participating TCCNS institutions, a course taken
at the sending institution transfers as the course
with the same TCCNS designation at the
Tx. Common Course Numbering System
• All Texas public institutions ( and many private
ones) of higher education either use the TCCNS
or provide a cross-reference in their catalogs
Lower Division Academic Course Guide
• Official board publication that provides
descriptions and parameters of lower division
courses that are freely transferable among all
• Uses the TCCNS taxonomy
Degrees that support transfer
– A.A. degrees with fields of emphasis
• Minnesota: articulated degrees
– A.F.A. (theatre, music, art)
How transfer is implemented and
supported in Minnesota
• Strong legislation creating and
supporting the Minnesota Transfer
• Strong policy
– Sending institution determines goal
placement of the course
– Student can transfer three ways:
• Completed courses
• Completed goal areas
• Completed Minnesota Transfer
Minnesota supports for transfer
• MnTransfer.org website
• Transfer Specialists network
• Annual Transfer Specialists conference
• Transfer Specialists training: “TS 101”
• Strong collaboration and cooperation
with all higher education partners:
University of Minnesota, privates,
Texas Electronic Transfer Tools
• Transfer of Credit web page:
• TCCNS home page:
• Texas General Education Core Web Center:
Minnesota: electronic tools for transfer
• Currently course equivalency guides,
articulation agreements, and all
relevant transfer information is housed
• Coming soon
- DARS (Degree Auditing System)
– CAS (Course Applicability System)
Tx. Transfer Dispute Resolution Policy
• If receiving institution denies a course credit
transfer, it must notify the student and
sending institution in writing, giving rationale
• The two institutions and the student attempt
to resolve the transfer of the course
• If the dispute is not resolved within 45 days,
the sending institution may notify the
Commissioner of the request for transfer
Tx. Transfer Dispute Resolution Policy
• If the dispute is not resolved within 45 days,
the sending institution may notify the
Commissioner of the request for transfer
• Commissioner makes the final determination
• Every institution must publish this transfer
dispute procedure in its catalog
MnSCU Transfer Appeals Process
• Each institution shall have an internal
procedure for all students transferring
among MnSCU institutions
• Students shall receive comparable
Minnesota Student Appeals Process
• There shall be a two-level appeal
• First level:
• receiving MnSCU institution follows its
own established procedure
• must include rationale for decision and
process for second appeal
• student appeals process must be
published by each institution
Minnesota Student Appeals Process
• Second level:
• involves a System Academic Review
• appeal must be supported by the
Chief Academic Officer or designee
of the sending MnSCU institution.
Minnesota Student Appeals Process
• Second level:
System Panel includes students, faculty, and
administrators from two and four-year
Panel convened by MnSCU system office
Minnesota Student Appeals Process
• Panel decisions based on:
other relevant information
• Decision of Sr. Vice Chancellor for
Academic & Student Affairs is final
THE NATIONAL CENTER FOR
PUBLIC POLICY AND
HIGHER EDUCATION Policy Alert May 2004
QUICK LOOK … STATE POLICIES ON 2/4 TRANSFERS
Key Issue ARE KEY TO DEGREE ATTAINMENT
State policies must be assessed and updated A recent study has uncovered a vital connection between effective
to effectively support the success of students state policies and the success of students who transfer from two-
transferring from two- to four-year institutions year to four-year institutions.
to attain their baccalaureate degrees.
“Two-four transfer” refers to students who earn credit at a two-
Primary Findings year institution and then enroll in a four-year institution,
# Effective state policies are at the heart with the goal of achieving a four-year degree. Two-four transfer is
of baccalaureate success for students rapidly becoming the most common route to the baccalaureate
transferring from two-year to four-year for a simple, sound reason: it costs less per student.
institutions with the goal of achieving It is increasingly important that 2/4 transfers work effectively,
their degrees. because the baccalaureate degree is becoming the entry point
# Ineffective state policies are a major to the workforce.
contributor to the high rate of students Nationwide, roughly 43 percent of students who begin their
who attempt but fail to complete higher education at two-year institutions transfer at least once.
the requirements to attain their degrees. Approximately half of these transfer students enroll
# Two-four transfer has to be viable, because in a baccalaureate program in a four-year institution.
it has become the single most important However, because of ineffective state policies, the difficulties
means for low-income and minority associated with 2/4 transfers may instead be discouraging
students to attain their baccalaureates. students from attaining baccalaureate degrees.
# State policies differ more as a result
of ignorance on how to achieve effective STATE OPTIONS FOR IMPROVING SUCCESS
structure than from lack of willingness Jane V. Wellman, senior associate with the Institute for Higher
to support 2/4 transfer. Education Policy in Washington, D.C., and a consultant on
research and policy issues, mined a cross-section of states to study
Questions That Must Be Answered the effectiveness of 2/4 transfer policies. Her result is a blueprint
# Two-four transfer is not equally successful for states for improving their 2/4 transfer performance, including:
in all states. Why? # Developing baseline information;
# What is the probability that students
# Clarifying policies and plans;
entering higher education through two-year
institutions will achieve a baccalaureate? # Setting goals and measures;
# Who are the students most affected # Investing in core resources;
by 2/4 transfer policies? # Performing statewide audits;
# How can states with low 2/4 transfer # Forging agreements;
success improve their track records?
# Boosting low-performing institutions;
The full report, State Policy and Community # Using financial aid as an incentive; and
College–Baccalaureate Transfer, is available # Reeling private institutions into the fold.
COMMUNITY COLLEGES: GATEWAY OR BLOCKADE?
Community colleges will soon be the single
largest sector in postsecondary education. Their
enrollment rate has grown at a fast clip: almost Total Fall Headcount Enrollment in Postsecondary Education
375 percent in a little over three decades. (in millions)
(Compare that to about 103 percent for public 6 5.8 5.9
four-year schools, and only about 72 percent 5.2
for private four-year schools.) 5.0
5 Public 4-Year
A number of converging forces are pushing more Private 4-Year
students to enter higher education through 4
the portals of two-year colleges:
# The increasing number of high school 3
# The increasing proportion of low-income 2
and minority students; 1.2
# Stricter admissions requirements at four-year
# Escalating college tuitions. 1965 1975 1985 1995 1998
Source: National Center for Education Statistics, 2001, table 173.
National data show that performance gaps among Note: Data labels rounded to the nearest 100,000.
racial groups in the transition from high school
to college have been narrowing. But the gaps
widen again in baccalaureate completion
(49 percent of Asian-Americans who complete high school attain a four-year degree; only 6 percent of Latinos
do so). Why?
The biggest reason is that the majority of students of color who attend postsecondary education initially enroll
in two-year community colleges. They then fail to transfer to complete their four-year degree. This points to faults
with the 2/4 transfer policies.
With this red flag looming, state focus nationwide should be on policy priorities that ensure that 2/4 transfers are
successful in bringing students to the baccalaureate.
But is it? If a qualified, motivated student enters a two-year program, is there a high probability that the student will
transfer to a four-year program and attain the degree? Or is there more probability that the student will end up
with a lesser credential?
DEMAND vs. FUNDING
For the first time since World War II, the demand for higher education
and the opportunity to achieve the baccalaureate is greater than ever—while
funding is at its lowest mark.
“Nationwide, Two-four transfer is rapidly becoming the most common route to the baccalaureate
roughly 43 percent because it costs less per student. Nationwide, roughly 43 percent of students who
begin at two-year institutions transfer at least once. Only about half of these enroll
of students who in a baccalaureate program in a four-year institution.
begin at two-year State policy makers must take these trends seriously. Their reasoning should go
institutions transfer something like this:
at least once.” # The demand for higher education is growing faster than funding.
# Nationwide, enrollments are growing too fast for four-year institutions
# Because costs are lower, policy makers are relying on community colleges
to provide the first two years of higher education for increasing numbers
# Two-four transfer has to be viable, or we have to find other ways of getting
more students to the baccalaureate.
SIX STATES SCRUTINIZED
Jane Wellman identified six states for intensive study
to address state policy and 2/4 transfer. States were
Characteristics of the Six States
selected based on their grades for retention and degree Arkansas Florida New New North Texas
completion in Measuring Up 2000, the state-by-state report Mexico York Carolina
Completion grade D+ B+ D– A– B+ D+
card for higher education from the National Center (composite grade, based
on the four measures
for Public Policy and Higher Education (2000). immediately below)
% of first-year community 54% 61% 52% 62% 52% 41%
Three states, Florida, New York, and North Carolina, college students who return
for a 2nd year
received high grades. The other three, Arkansas, % of freshmen at 4-year 67% 80% 69% 78% 80% 73%
New Mexico, and Texas, received low grades. institutions who return
for a 2nd year
As a common bond, all six states have large public % of first-time/full-time
undergraduates who complete
32% 52% 30% 53% 56% 43%
community college sectors and a significant proportion of a bachelor’s degree within 5 years
Number of certificates, degrees, 15 18 12 19 19 14
low-income students. They differ in history, philosophy, and diplomas awarded
funding patterns, and higher education policies. All six per 100 undergraduate students
Public community college 38% 55% 55% 29% 43% 51%
states rely heavily on 2/4 transfer as the access point enrollments as a % of total
to the baccalaureate for low-income students. Number of enrollments 38,997 320,710 51,674 241,502 143,006 432,362
in public community colleges
Their success in achieving diversity in enrollments varies State grant aid targeted 12% 14% 9% 92% 8% 13%
widely. All have substantial disparities between racial to low-income families
as a % of Pell Grant aid
and ethnic groups in retention and baccalaureate degree Expected % change in number –2.1% 26.4% 5.1% 9.1% 20.1% 11.7%
of high school graduates by 2010
completion. All are struggling with the uneven quality (compared with 1999)
of high school preparation for college. Source: National Center for Public Policy and Higher Education, 2000.
Note: Enrollments reported in Measuring Up 2000 differ slightly from those reported later in this report.
Nevertheless, Wellman found that the factors that
influence and support 2/4 transfer are largely within
the control of the states and institutions working together.
Wellman recognizes some recurring patterns in the states’ approach to transfer policy. For comparison, state policies
are identified as structural (affecting the overall approach to postsecondary education) and academic (specific
to 2/4 transfer). The states show much in common in their academic policies. The structural side has larger differences,
particularly in the connection between mission, planning, and accountability structures. What becomes clear is that the
high performing states have stronger ties between their structural and academic policies and fewer gaps in their overall
state policy approach to transfer.
RECOMMENDATIONS TO STATES
State policy can make a difference in the effectiveness or earmark alternate sites where two-year students can
of statewide 2/4 transfer performance. States with satisfy their transfer requirements.
a comprehensive, integrated approach demonstrate # Perform statewide audits. States should ensure that
a higher success rate in getting transfer students transfer policies are consistent and that performance
to the four-year degree. measures do not actually discourage transfer.
As guidelines for reassessing and upgrading state 2/4 # Forge articulation and credit-transfer agreements.
transfer policies, Wellman’s report offers an eight-point States should develop common agreements between
program of recommendations: public two-year and four-year institutions to
# Develop baseline information about statewide transfer standardize transfer core curriculum.
performance, including retention and graduation # Focus on low-performing institutions. States should
of transfer students. Data on transfer performance are partner two-year and four-year colleges with transfer
a prerequisite to improving transfer policy improvement programs that aid institutions serving
and effectiveness. high numbers of at-risk students.
# Clarify state policy and plans for 2/4 transfer, and set # Use financial aid to promote 2/4 transfer. Create
goals and measures for performance. Goals and financial programs that include transfer students
measures should include two-year as well as four-year by not limiting years of enrollment or reducing awards
institutions. Design policies to meet the needs of the for part-time students.
state and the students, rather than the institutions.
# Include private institutions in both planning and
# Identify and invest in core resources. Not all public accountability. Create financial and other incentives
two-year institutions need to have identical goals. that encourage private institutions to recruit and retain
States should focus first on campuses with weak 2/4 transfer students.
transfer programs, and either improve the programs
THE ACCOUNTABILITY PROBLEM
For years academics have struggled to gauge the health of transfer activity
within community colleges. But no single measuring system can take into account
all the forms of transfer activity. Also, researchers disagree about which students
to count in the transfer base.
In this melee, two studies emerge as the most helpful in quantifying 2/4 transfer
rates. They are the Transfer Assembly Project and the NCES Study of Alternative “... larger disparities in
transfer rates [exist]
TRANSFER ASSEMBLY PROJECT between institutions
Based at the Center for the Study of Community Colleges at the University
within states than
of California at Los Angeles, the Transfer Assembly Project has collected data between states!”
on transfer rates for up to 24 states over 11 years. Its most recent study (2001)
tracks students who first enrolled in 1995.
Its study calculates, from a base of all first-time community college students,
the percentage who complete at least 12 units and who transfer to a public
in-state university within four years. The trend data show a dip in transfer rates
in the 1980s and a rise in the 1990s.
Their most important finding: larger disparities in transfer rates between
institutions within states than between states!
NCES STUDY OF ALTERNATIVE
TRANSFER RATES Alternative Estimates of Transfer Rates
This study from the National Center of Definition of Transfer-Eligible Pool Pool as % of All % of the Pool Who
First-Time Community Transferred to Any 4-Year
Educational Statistics explored the results College Enrollments College within 5 Years
of using different populations of potential All first-time community college students 100 25
transfer students in calculating transfer Expect to complete a bachelor’s degree 71 36
rates. Published in 2001, the study focused
Enrolled in an academic program 68 36
on first-time students enrolling in two-year
Enrolled continuously in 1989–90 63 37
community colleges from 1989 to 1990.
Enrolled any time during 1990–91 62 38
The initial pool of students included all first- Pursuing academic major and/or taking 43 43
time enrollees as potential transfers. From courses toward a bachelor’s degree
there, limitations were imposed to define Enrolled for 12 or more credit hours 36 40
Taking courses toward a bachelor’s degree 25 45
subsequent pools. The broadest pools
Academic major and taking courses 11 52
contained the most diverse socio-economic toward a bachelor’s degree
profiles. Pools narrowed as the definitions Source: Bradburn and Hurst, 2001.
of their populations became increasingly
The NCES study showed that transfer
percentages increased as the profile of the
transferring population narrowed. Of all
students who entered the two-year college with the expectation of completing a bachelor’s degree, only 36 percent
transferred to a four-year school. But of those students who declared an academic major and took courses toward
a bachelor’s degree, 52 percent eventually transferred.
Additionally, the study found that the least restrictive pools contained the largest proportion of students of color
from low-income families.
STATEWIDE DIFFERENCES IN 2/4 TRANSFER
By investigating a cross-section of states, Wellman shows that high-performing
and low-performing states begin with similar basic approaches to transfer policy.
# All the states paid attention to the academic policy aspects of transfer.
“The key difference
# All have comparable policies for core curriculum, articulation agreements,
transfer of credit, and statewide transfer guides including web-based catalogs.
between high and low
The key difference between high and low performance seems to lie in the
performance seems to lie
statewide governance structure for higher education. The low-performing states in the statewide
have institutional governing structures. The high performing states have stronger governance structure
statewide capacities for policy and performance.
for higher education.”
WHERE ARE THE TRAPS?
Other pitfalls also came to light, including:
# What’s missing in the states’ approaches?
None of the six states use all the tools of state policy to energize transfer. Though routinely including transfer
as a priority for the community colleges, no state set clear goals for 2/4 transfer performance for all institutions
or for the state as a whole.
# Accountability structures fall short.
Accountability structures focus on two-year college transfer performance and ignore the responsibilities of the four-
year institutions. The danger is that mechanisms in the four-year institutions may actually work against the transfer
priority. One example is the requirement to report five-year retention and graduation rates. Two-year college
students rarely complete the baccalaureate degree in five years. As a result, four-year institutions may shy away
from serving transfer students, particularly if they are funded on the basis of degree performance.
# Transfer reporting is limited to public institutions.
Most states are blind to the important role played by private schools in accepting transfer students. States should be
vigilantly focused on the equity aspects of transfer performance, both as a policy priority and in their data reporting.
# Ethnic-minority groups lose out.
Although high-performing states do a better job of retaining
and graduating minority students, all states have major
gaps among ethnic groups transferring prior to completing Persistence by Racial and Ethnic Group
the baccalaureate degree. Persistence = Baccalaureate degrees granted in 1996–97 divided by first-time freshmen in 1991
White Black Hispanic Asian
# Financial incentives are underused. Non-Hispanic Non-Hispanic
State aid programs designed for two-year college students ARKANSAS
First-time Freshmen 16,289 3,402 130 195
are few. The high-performing states provide more in need- Baccalaureate Degrees 7,568 981 62 128
Persistence 46 29 48 66
based aid, but their limits on awards for part-time students
dilute the programs’ effectiveness in reaching community First-time Freshmen 54,775 13,303 11,988 1,955
Baccalaureate Degrees 32,447 5,300 5,817 1,618
college students. Persistence 59 40 49 83
First-time Freshmen 7,068 555 5,319 214
ENROLLMENT DIVERSITY—A WARNING Baccalaureate Degrees
PATTERN NEW YORK
First-time Freshmen 108,673 20,877 16,538 8,716
As one measure of 2/4 transfer effectiveness, this six-state Baccalaureate Degrees 65,723 9,381 6,760 7,227
Persistence 60 45 41 83
survey compared IPEDS (Integrated Postsecondary Education NORTH CAROLINA
System) data for first-time freshmen enrollments in degree- First-time Freshmen 40,444 12,401 504 778
Baccalaureate Degrees 26,422 5,797 382 789
producing institutions in fall 1991 with baccalaureate degree Persistence 65 47 75 101
recipients in 1996–97. TEXAS
First-time Freshmen 86,047 15,574 28,400 4,371
Baccalaureate Degrees 48,893 5,226 11,191 3,299
The comparisons show how the states differ in the relative Persistence 57 34 39 75
diversity of enrollments and in degree attainment by racial NATIONAL
First-time Freshmen 1,742,295 269,412 169,978 104,178
and ethnic groups. More importantly, there are disturbing Baccalaureate Degrees 878,460 91,986 60,902 67,086
and consistent patterns indicating that white students persist Persistence 50 34 36 64
to the baccalaureate degree at higher rates than either African- Source: National Center for Education Statistics, 1991, 1997.
American or Hispanic students.
BACCALAUREATE KEY TO WORKFORCE ENTRY
Once a prize that put its holder in the upper echelons of the employable population, the baccalaureate is fast becoming
the requirement to making a living wage. A high school diploma today has small value in the labor market. Attaining
an associate degree garners an average 21 percent gain in wages. But the big gains go to those holding the baccalaureate
degree: 31 percent higher average earnings. (Professional degree holders earn even more: 63 percent higher.)
Nationwide, 2/4 transfers are becoming the preferred route to higher education. Forceful financial and social factors are
pushing more students into beginning their degree courses at community colleges. But many students who invest time,
effort, and resources into higher education are still failing to gain that all-important four-year degree.
State policy can make a difference! States that have a comprehensive, integrated approach to 2/4 transfers do better than
those that focus on transfer as an academic and institutional matter. No state is using all the tools available to energize
transfer performance. States need policies that relate funding and accountability to academic strategies. Policy makers
can benefit from a fresh look at student flow and transfer performance, and by studying the strategies of other states,
especially those with high 2/4 transfer success.
ABOUT THE AUTHOR
In Washington, D.C., Jane V. Wellman is a senior associate with the Institute for Higher Education Policy, a nonprofit, nonpartisan research
and policy group. Ms. Wellman directs numerous research and policy efforts, consults with state systems and national associations, and is
a consulting editor for several publications. Her full study, State Policy and Community College–Baccalaureate Transfer, is available online
THE NATIONAL CENTER FOR PUBLIC POLICY AND HIGHER EDUCATION
The National Center for Public Policy and Higher Education The Policy Alert series is supported by grants to the National
promotes public policies that enhance Americans’ opportunities to Center by The Atlantic Philanthropies and The Pew Charitable
pursue and achieve high quality higher education. Established in Trusts. The statements and views expressed in this report, however,
1998, the National Center is an independent, nonprofit, nonpartisan do not necessarily reflect those of the funders, and are solely
organization. It is not associated with any institution of higher the responsibility of the National Center for Public Policy
education, with any political party, or with any government agency. and Higher Education.
152 North Third Street, Suite 705, San Jose, CA 95112. Telephone: 408-271-2699. FAX: 408-271-2697. www.highereducation.org
AMARILLO COLLEGE COMMUNITY LINK
Amarillo College (AC) Advising & Counseling Department established Community Link (formerly
STAR Outreach Program) 17 years ago to reach out to the fast-growing Hispanic community.
Community Link’s purpose is to increase participation in higher education, thus contributing to
“Closing the Gaps” for Texas residents.
In spring 2000 the program moved to 2412 N. Grand, a 1350 sq ft storefront center purchased by
AC to better serve non-traditional students (low-moderate income, minorities, first generation
college students, new residents/immigrants, and adults over 25).
Community Link (CL) assists disadvantaged individuals through a non-threatening “gateway” into
higher education. The CL staff reaches out to those who are economically and/or educationally
disadvantaged. Often these prospective students are members of minority groups to whom the
prospect of approaching a college campus is most intimidating. Residency / citizenship status,
lack of English language proficiency, absence of role models, and poverty are their predominant
challenges. CL’s “store-front” location in the heart of the section of Amarillo most heavily populated
by these nontraditional students offers them a place to inquire about higher education, without the
“fear factor”. The fact that CL is surrounded by businesses serving these individuals further in-
creases its approachability.
What is Community Link doing?
Community Link is living up to its name and linking many in northeast Amarillo, Moore County, and
Deaf Smith County with AC.
The services offered at CL provide a bridge to college participation. Through a partnership with
Region XVI Education Service Center, instruction is provided in English as a Second Language
(ESL) and in skills to acquire the GED diploma. Students who pass the GED test become eligible
for college financial aid, which is critical to their enrollment in college. Many of the Conversational
English students at CL transition to academic ESL offered at AC’s main campus on Washington
Another service, a series of four college preparation seminars, is offered twice a year at Commu-
· “Cash for College”, in which financial aid opportunities are presented, a demonstration of
completing the online FAFSA (Free Application for Federal Student Aid) is given, and ap
pointments are made to individually coach students in completing the application online.
· “Applying for Your Future”, in which participants learn how to apply for admission to Amarillo
· “To Test or Not To Test?” in which assessment under the Texas Success Initiative is explained.
· “Career Surfing” in which a career inventory to assist students in choosing a college major is
“Student Services: Assessment, Advising and Transfer “ 26
Each of these seminars is presented in Spanish and English, offering a total of eight opportunities
annually to prospective students. In addition to the CL staff, representatives from the AC
Registrar’s Office, Financial Aid Office, Testing Services, and Career Services provide informa-
tion, materials, and assistance to the students.
Enrollment in academic classes and in short-term vocational continuing education by seminar
participants averages about 60% per group per year. Average attendance at seminars ranges
from 25 – 55 clients.
CL is also helping with a Panhandle area workforce development initiative administered by the
Panhandle Regional Planning Commission. CL is assisting in this grant-funded partnership by
developing a curriculum for English for Construction Trades. Community Link will also provide the
instruction for these classes, then will transition the students into pre-apprenticeship training in
AC’s Industrial and Transportation Technology Division. Students will learn basic skills to become
employable in plumbing, electrical, or carpentry. Union partners will also assist in this effort.
Initially, fifty students will be served by this initiative.
Another unique facet of the CL program is its continuous exposure to Amarillo’s Hispanic commu-
nity through the CL coordinator’s participation in news broadcasting on the Telemundo television
network as a news anchor.
How is Community Link doing?
In Spring 2002, Community Link (CL) began its partnership with the Amarillo College Foundation
(ACF) with a goal to “reach the unreached”. The partners adopted initiatives (1) expand outreach
by hiring a full-time CL outreach specialist and (2) increase resources and scholarships for nontra-
ditional students. As a result, the following tables show the outcomes that the ACF and CL partner-
ship have generated:
Using 2001-02 as the baseline year, the table #1 shows: 112% increase in 2002-03; and 182% in
TABLE 1: AMARILLO COLLEGE COMMUNITY LINK SERVICES
STUDENT SUPPORT SERVICES
Service 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04
Outreach & Special Activities 547 3873 2016 1330 6037 8218
Computer Literacy Instruction 918 1205 1573 1280 1828 2167
GED & ESL Classes 0 0 1683 1182 1733 3859
Financial Aid Services 37 65 60 43 176 112
General Information 5 208 632 584 1057 1432
Computer Laboratory 441 474 892 1230 1167 1376
CONTACTS-YEARLY TOTAL 1948 5825 6856 5649 11998 17164
“Student Services: Assessment, Advising and Transfer “ 27
Table #2 shows: 25% increase in 2002-03 and 47% increase in 2003-04.
TABLE 2: COMMUNITY LINK STUDENTS
Academic Year Unduplicated % Academic Year Enrolled %
2001-2002 (Baseline Year)577 100% 2001-2002 395 100%
2002-2003 1305 +126% 2002-2003 493 +25%
2003-2004 1453* +152% 2003-2004 582 +47%
Data verifiable at AC Registrar’s Office (806) 371-5030
Table #3 shows the percentage in which Community Link has contribute to the increase in the
ACF scholarship program.
TABLE 3: AMARILLO COLLEGE FOUNDATION COMMUNITY LINK
Academic Year Applicants Awarded Applicants Awarded
(Baseline Year) 1185 (100%) 1095 (100%) 15 (100%) 4 (100%)
2002-2003 1781(+50%) 1190 (+9%) 76 (+406%) 64 (+1525%)
2003-2004 1995 (+68%) 1264 (+15%) 249 (+1560%) 174 (+4250%)
2004-2005 1970* (+66%) 1173* (+7%) 327 (+2080%) 217* (+5325%)
*As of July 31, 2004
Data verifiable at AC Foundation Office (806) 371-5107
Table #4 shows how the partnership between ACF and CL has directly impacted the increase in
college enrollment among nontraditional students.
TABLE 4: AMARILLO COLLEGE ENROLLMENT (fall unduplicated headcount)
Academic Year Total Enrollment Non-White enrollment 25 years and older
2000 8423 2414 (28%) 3475 (42%)
2001 8757 2429 (27%) 3446 (39%)
2002 9348 2732 (28%) 3743 (40%)
2003 10197 3095 (29%) 3995 (39%)
Data verifiable at AC Databook at http://www.actx.edu/departments/research/databook/
“Student Services: Assessment, Advising and Transfer “ 28
The number of clients served by CL has grown significantly as indicated in the tables. All this suc-
cess has rendered the current facility inadequate and although the AC Board of Regents were
convinced that CL needed more space, they could not commit dollars because of budgetary con-
straints at the same time that AC is experiencing significant enrollment growth. Therefore, ACF and
CL started a campaign to more than double space in the facility and to significantly expand pro-
As a result, fifteen new partnerships have directly impacted the participation goal of “Closing the
Gaps” by making 569 scholarship awards, and by setting a goal of $310,000 in alternative re-
sources to expand the facility. Following is a list of partners who have contributed personnel, pro-
gram, or financial support to CL efforts.
· Amarillo College Foundation – 3 years fund development and ACF grants of $37,500 for
facility expansion and $40,000 for scholarships.
· Amarillo Area Foundation – 3 years grants totaling $225,000 for scholarships, staffing and
· United Supermarket – First time partner $15,000 for CL facility expansion.
· Xcel Energy – First time partner $10,000 for staffing.
· Amarillo Business Foundation – First time grant $30,000 for CL building expansion.
· Tyson Fresh Meats – First time grant $5,000 for building expansion. Employer-sponsored
events to promote enrollment in higher education in a primarily minority workforce.
· Meadows Foundation – First time partner $66,000 for CL building expansion.
· City of Amarillo – 2004 Community Development Block Grant $60,000 for building expan-
· SBC Foundation - $5,000 for building expansion.
· Weyerhaeuser Company Foundation - $5,000 for building expansion.
· Region XVI Education Service Center – Instruction for GED and ESL through the Adult
Basic Education Program.
· AISD Migrant Program – Recruitment for scholarship applicants.
· St. Laurence Cathedral & Our Lady of Guadalupe Church – Recruitment for scholarship
· St. Peter & St. Paul Church in Dumas – Recruitment for scholarship applicants.
· Our Lady of Guadalupe Church in Cactus – Recruitment for scholarship applicants.
· Panhandle Regional Planning Commission – First time grant to develop curriculum and
provide instruction in Conversational English for Construction Trades.
“Student Services: Assessment, Advising and Transfer “ 29
· Texas Workforce Commission – Outreach and recruitment for dislocated/unemployed
Why is a program like Community Link important?
A quick look at the demographics of the panhandle of Texas sets the context for Community Link:
· 24% of adults over 25 in the panhandle have no high school diploma or GED; another
28% have no more than a high school diploma or GED—only 48% have any college
· 24 of the 26 panhandle counties have per capita incomes less than the state average, and
19.4% of families with annual household incomes under $10,000 live in the panhandle.
· 1409 Amarillo families receive housing assistance through the City’s HUD program, and
1800 more will be on the waiting list for up to 18 months.
· 95% of the children at Emerson Elementary School are recipients of free or reduced-fee
· The High Plains Food Bank distributed 554,000 pounds of food last month alone working
with 170 non-profit agencies.
· Northwest Texas Healthcare System officials have estimated that 1/3 of the population in
Potter County is uninsured.
All of these statistics are reflective of the area’s economic well being—and all of them represent
families in Amarillo and the panhandle who are seeking to improve their lives. AC is reaching out
and relating to them through the dedicated staff at Community Link and giving them an opportu-
nity to better their lives through education.
“Student Services: Assessment, Advising and Transfer “ 30
IDEAS+: Integrating Developmental Education and Acculturation Skills – Positive Learning
for Underrepresented Students.
This project was the result of a MnSCU retention grant. The main goal of the project was to de-
velop a campus-wide faculty development model for imbedding College Success Strategies (study
skills, time management, test-taking, career planning, using college resources) into the classroom.
Nine developmental education faculty members participated in the initial group starting in January
2004. The project has continued this fall with additional instructors.
Students in the participating courses took the College Student Inventory to identify individual
strengths and areas needing improvement related to study habits, motivation, career planning, etc.
Specific recommendations for college resources and services that may be beneficial to the stu-
dents were attached to the individual student inventories. Instructors provided a group interpreta-
tion of the inventory and then students were encouraged to meet individually with their instructors or
a counselor for further information. Assignments related to the CSI were given to help students
gain an understanding of their results.
The instructors and counselors met as a group to review the CSI summary report, which gives
overall statistics for which areas students had the greatest need. From those recommendations,
strategies and/or assignments were developed to address these needs. The math department
created a “top ten list” of things all students can do to be successful in math. They also created
career-related and Counseling Department website assignments and worked with students on
time management skills. English instructors focused on writing assignments related to the CSI and
improving study skills and use of college resources.
Student surveys indicate a positive reaction to their experience. Examples:
· “Based on the recommendations from the College Student Inventory and my instructor, I made
a connection with a service on campus (peer tutoring, counseling/career center, math/writing
center, etc)” --63% responded YES!
· “I have identified strategies in this class that I can apply to my other classes (such as how to
prepare for class, test taking tips, etc.)” --86% responded Strongly Agree or Agree!
· “I feel that my instructor cares about my success in college” --98% responded Strongly Agree
· “My confidence about my ability to successfully achieve my goals has increased this semes-
ter” --87% responded Strongly Agree or Agree!
This project has also been highly rated by the participating instructors, who indicate that they have
been able to get to know their students better and on different levels. We hope to continue the
project in the future and are currently in the process of collecting data and researching student
“Student Services: Assessment, Advising and Transfer “ 31
S.T.E.P. (SECONDARY TECHNICAL EDUCATION PROGRAM)
S.T.E.P. is a joint effort between Anoka-Hennepin School District, the Minnesota State Colleges
and Universities (MnSCU) system and Anoka County with nonpartisan support of our legislative
delegation, business and industry partners, students and parents in the community.
· S.T.E.P. is a program designed to allow students to receive college credit while attending
· Students learn by USING technology.
· Students can get out of school (college) faster and get into a career sooner.
· Students can transfer college credits to Anoka Technical College and other technical col-
· Located at Anoka Technical College in Anoka, MN, the program serves students from five
area high schools.
· The program is open to 11th and 12th graders who are interested in hands-on education in
careers of interest. Students can attend courses half-time or full-time. If fulltime, other
required courses can be taken on-site.
· Current enrollment in the program is 700 students.
· Programs include: Accounting, Advanced Automotive, Art Technology, Aviation, Carpentry,
Computer Networking, Electronics, Emergency Medical, Engineering, Fashion and Cos-
metics, Hotel, Restaurant and Bakery, Law Enforcement, Machine Trades, Media Technol-
ogy, Medical Careers, Sports and Fitness Training, and Welding.
Anoka Technical College, Anoka Ramsey Community College and other higher education institu-
tions are part of the planning process
Partnerships with community groups, business, industry, and labor enhance the program.
Please contact us at firstname.lastname@example.org or call 763-433-4031. You may also call the Anoka-
Hennepin Independent School District #11 at 763-506-1008.
“Student Services: Assessment, Advising and Transfer “ 32
TITLE V UTEP/EPCC TRANSFER GRANT
The Title V UTEP/EPCC Transfer Grant was a joint proposal written and submitted in partnership by
both academic institutions to the US Department of Education for the development of a cooperative
transfer program between the University of Texas at El Paso and the El Paso Community College.
The proposal was accepted and funds were awarded for a five-year grant period, beginning in
October 1, 2003.
What is unique to this proposal and unique to both academic institutions is that they are located in
El Paso, Texas, which sits on the U.S. and Mexican border and comprise an international metropoli-
tan area of over 2 million residents. The proximity of UT El Paso and El Paso Community College
to the border region creates unique educational challenges and opportunities for international
education, for intervention with a high percentage of educationally and economically disadvantaged
individuals and displaced workers seeking job and language re-training as a result of NAFTA influ-
enced changes through manufacturing re-location and loss of employment.
The goals of the Transfer Program outlined in the proposal are:
1. Develop the technology to enable EPCC students to self-direct their transfer to UT El
2. Develop a Transfer Center at the main campus, of the five campus community college
district, and to expand the Transfer Center at UT El Paso
3. Develop Transfer Seminars that will include:
A. A Transfer Student Component for the Texas Core Curriculum
Transfer course of EDUC 1300 at EPCC. This is a comprehensive introduction to
college course that covers college survival skills, critical thinking, learning styles
and teaching styles
B. Transfer Student sections of UNIV 1301 at UT El Paso – the transfer equivalent of
EDUC 1300 at El Paso Community College
C. Transfer and Reverse-Transfer Seminars for student enrolling at and transferring
back and forth among both academic institutions
4. Develop a communication a plan to recruit and inform students at El Paso Community
College about transfer to UT El Paso
At the end of the first grant year, September 31, 2004, the programs developed had served over
779 students through various seminars and workshops. Although both institutions have had a long-
standing cooperative relationship, this grant has opened up new avenues of joint cooperation that
concentrate on developing innovative programs that enable non-traditional students to envision and
succeed in achieving a Bachelor’s degree, when it otherwise might have been impossible.
“Student Services: Assessment, Advising and Transfer “ 33
For more information please contact at:
El Paso Community College –
Raul Arizpe – Counseling Coordinator – (915) 831-2424
Carmen Garcia – Career/Transfer Centers Manager – (915) 831-3223
Norma Juarez – Transfer Center Counselor – (915) 831-2850
Oscar Velasquez – Transfer Center Counselor – (915) 831-2850
Russell Beasley – EPCC Title V Coordinator – (915) 831-2035
University of Texas at El Paso:
Holly Denney – Communications Director, University College – (915) 747-8733
Dorothy Ward – Director, Entering Student Program – (915) 747-8439
Gary Edens – Director, Student Success Programs – (915) 747-7471
“Student Services: Assessment, Advising and Transfer “ 34
The need for counselors
• Community college students often times are on
campus for a limited amount of time. They may
come in to the counseling office with a question
related to educational planning or advisement, but
often times that leads to a greater personal or
career concern. Using an integrated model of
counseling, students are able to get assistance and
not have to be referred to another person or
department. Our student’s lives are not
compartmentalized and we don’t believe their
services should be.
League for Innovation
• Focus on Learning: A Community College
Counseling Center Responds - When a
community college takes a closer look at the
role its counseling center plays, students -
and student learning - can reap great
National Dissemination Center for
Career and Technical Education
• "Role of Counseling in Postsecondary
*Community college leaders must require
staff identified as counselors possess
necessary education & skills to meet current
& future counseling needs of students.
*Community college leaders & counseling
departments must work together to
overcome potential challenges and barriers.
•The Role of a Counselor
• Support students with emotional issues
• Guide students through life transitions
• Build students’ self-efficacy
• Assist students with internal & external resources
• Assessing/diagnosing students’ barriers
• Assess student needs for intervention
• Teach critical thinking, decision-making & life
• Teach career exploration & decision making
• Guide students with education & career goals
• Teach healthy relationship skills
• Consult & collaborate regarding individual learner issues
• Communicate student needs to campus community
• Respond to emotional crises on campus
• Collaborate to provide info on healthy life styles, stress
• Collaborate to ensure an integrated approach to
educational and career planning
• Create linkages with service professionals in the
• Assess student needs for institution
• Articulate core roles & relevance of counseling
• Clarify & assess intended outcomes
•Instructional faculty referrals….
• As a partner with instructional faculty,
counselors communicate our role and
services so instructors can feel confident
making student referrals to us.
• …….now I teach students who work two or three jobs and commute from
far and near, or whose parents don’t know what it means to be in
college, or who are paying for this one credit at a time, or who have been
in this country only a year and are trying to learn the language, the laws,
the customs, or who are oftentimes on the bottom rung of our economic
ladder, or whose families are being laid off or seeing their medical
insurance disappear.……and though I am far more likely than I ever
imagined to be approached by students with mental health and personal
crisis issues, I also have a tremendously reliable and capable counseling
center that is ready every day to dive in and get these students safe and
on the road to health. My job now, when the door opens to one of these
crises, is just to convince these students to take that walk with me.
Every time I ask them to do it, I bite my lip in fear they’ll say no. But I
know that if they are willing to do it, they’ll be in good hands. I don’t
worry as I take that walk about which counselor we’ll find on-call, or
about which counselor has which credentials, because the entire staff
there is ready to handle this stuff. And I am not alone in my gratitude for
this staff. I share a belief in the importance of our counseling center with
my colleagues across the disciplines.
--Dr. Sara Ford, IHCC English Instructor
LIVE VIA SATELLITE AND THE INTERNET (all times are 1:30-3:00 PM Central unless otherwise
NOV. 18, 2004 SAVING DOLLARS AND MAKING SENSE: “UNBUNDLING” FACULTY
DEC. 1, 2004 TEACHING CRITICAL THINKING SKILL ACROSS THE CURRICULUM
FEB. 3, 2005 SERVICE LEARNING: HOW AND WHY
FEB. 18, 2005 (TBA)
FEB. 24, 2005 PEDAGOGY 101 FOR DISTANCE LEARNING FACULTY*
MAR. 2, 2005 ANNUAL CARL D. PERKINS RFQ TELECONFERENCE (1:30 - 2:30 PM CT)
APR. 12, 2005 STUDENT RETENTION: KEEPING 'EM ONCE YOU'VE GOT 'EM - II
APR. 21, 2005 PEDAGOGY 102 FOR DISTANCE LEARNING FACULTY*
JUNE 8, 2005 DISTANCE LEARNING NURSING RE-ENTRY PROJECT, PART 2
NOVEMBER 2004 ARE WE TESTING WHAT WE ARE TEACHING? HOW TO CONSTRUCT
ACCURATE AND USEFUL TESTS
DECEMBER 2004 INTEGRATING GLOBAL RESOURCES INTO YOUR CLASSROOM
JANUARY 2005 IMPROVING MULTIMEDIA AND ONLINE COURSES WITH INSTRUCTIONAL
FEBRUARY 2005 INTEGRATING TECHNOLOGY INTO YOUR ESOL PROGRAM
MARCH 2005 PUTTING IT ALL TOGETHER: CREATIVE IDEAS FOR USING TECHNOLOGY
IN THE CLASSROOM
APRIL 2005 EDUCATING THE NETGEN: STRATEGIES THAT WORK
MAY 2005 TEACHING AT A DISTANCE
JUNE 2005 SUCCESSFULLY INVOLVING FACULTY IN YOUR CONTINUOUS IMPROVE
JULY 2005 SUCCESSFUL STUDENT RECRUITMENT PROGRAMS
AUGUST 2005 CREATIVE STRATEGIES FOR TOUGH FINANCIAL TIMES
For detailed programming information please visit our website at www.starlinktraining.org or contact
us directly at email@example.com or 972-669-6502.
*Denotes a seminar produced by Dallas TeleLearning
“Student Services: Assessment, Advising and Transfer “ 38
EVALUATE “STUDENT SERVICES”
On a scale of 1-5, with 5 being the highest, rate the videoconference in terms of its value to you.
Timeliness of topic 5 4 3 2 1
Program’s format 5 4 3 2 1
Moderator 5 4 3 2 1
Panelists or Instructor 5 4 3 2 1
Handouts 5 4 3 2 1
Technical quality 5 4 3 2 1
Overall evaluation of program 5 4 3 2 1
Local site activities were held? _____YES _____NO
1. Institution name:________________________________________________
2. My current position is: (circle one)
a. Faculty c. Classified Staff
b. Administrator/Professional Staff d. Other___________________
3. What did you like most about the videoconference?
4. What could have been done to make it more valuable to you?
5. What topics would you like to see addressed in future videoconferences?
Return to: STARLINK, 9596 Walnut St., Dallas, TX 75243.
“Student Services: Assessment, Advising and Transfer “ 39