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					                      The Texas Higher Education
                      Coordinating Board


Student Services:
     Assessment, Advising and Transfer
     Assessment, Advising and Transfer
                 Advising     Transfer

                                               20 CT
                                            9, P M
                                        er 0
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In association with
                                     em - 3
                                  Nov 0
                                        1 :3
 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
 Macintosh II

                       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
                be caused by audio feedback, we suggest you locate the telephone away from the audio
                speaker at your site.

“Student Services: Assessment, Advising and Transfer “                                                        4
FAX: 972.669.6633

   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
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                               Phone: 651.649.5743
James Goeman                                             Fax: 651.632.5008
Texas Higher Education Coordinating Board      
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                                                     915-831-2424
Henry Hartman                                            FAX 915-831-2321
Executive Director                                       LeAnne Schmidt
STARLINK                                                 Counselor
9596 Walnut Street                                       Inver Hills Community College
Dallas, TX 75243                                         2500 80th Street East
972-669-6501                                              Inver Grove Heights, MN 55076                                       Phone: 651-450-5898
Penny Dickhudt                                           Fax 651-450-8677
Executive Director                                       E-mail:
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.
  Early Admission
  Tech Prep
  High School Articulation

       College, A Head Start!

  Defense Activity for Non-traditional
  Education Support (DANTES), MN.
   CLEP Tests
  Challenge Exams
  International Baccalaureate
  Secondary Technical Ed. Program
   (S.T.E.P.), MN.

    New Student Orientation

  New student orientations all for one, one
  for all.
  Every student individually advised.
  Advisors lead, plan and prepare
  Masters level Counselors present and
  Financial Aid resolution
  Registration provided on site


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
 Online Registration
 Counseling Website/Ask a Counselor
 IDEAS Project


       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
   42-28 SCH
• 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
•      Sciences
•   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

               •   Reading
               •   Writing
               •   Speaking
               •   Listening
               •   Critical Thinking
               •   Computer Literacy

      Core Curriculum Categories

        1. Communication

        2. Mathematics

        3. Natural Sciences

        4. Humanities

        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
  component area

    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
  receiving institution

  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
  public institutions

• Uses the TCCNS taxonomy

     Degrees that support transfer

• Texas:
   – A.A. degrees with fields of emphasis
   – Other
• Minnesota: articulated degrees
   – A.F.A. (theatre, music, art)
   – A.S.
   – B.A.S.

    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
• 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,
    border schools

      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
  for denial

• 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
  dispute resolution

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
  dispute resolution

• 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
 MnSCU institutions

 Panel convened by MnSCU system office

Minnesota Student Appeals Process

• Panel decisions based on:
    course descriptions
    learning outcomes
    other relevant information

• Decision of Sr. Vice Chancellor for
  Academic & Student Affairs is final

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 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:
                                                                      2.9                                                          3.0
# The increasing number of high school                    3
   graduates;                                                                                 2.2
# The increasing proportion of low-income                 2

   and minority students;                                       1.2
# Stricter admissions requirements at four-year
   institutions; and
# 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
                                         to accommodate.
                                      # Because costs are lower, policy makers are relying on community colleges
                                         to provide the first two years of higher education for increasing numbers
                                         of students.
                                      # 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
                                                                      postsecondary enrollments
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
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.
                                                                                                             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!

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
                                                         or more
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.

By investigating a cross-section of states, Wellman shows that high-performing
and low-performing states begin with similar basic approaches to transfer policy.
For example:
# 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.”
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
                                                                       NEW MEXICO
                                                                         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.
                                           NATIONWIDE IMPLICATIONS
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.

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 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.


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-
nity Link.

 ·       “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



 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.


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.

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

“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
       building expansion.

   ·   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
        or 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
inventory options.

“Student Services: Assessment, Advising and Transfer “                                             31
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
       high school!

   ·   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 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
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

•Role, cont’d
•   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.

Instructor referrals….
 •   …….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

FEB. 18, 2005       (TBA)

Streaming Videos

              IN THE CLASSROOM
              MENT PROGRAM

For detailed programming information please visit our website at or contact
us directly at or 972-669-6502.

*Denotes a seminar produced by Dallas TeleLearning

“Student Services: Assessment, Advising and Transfer “                                        38
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                                              Excellent                      Poor

Timeliness of topic                                5      4      3      2       1

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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?

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   Return to: STARLINK, 9596 Walnut St., Dallas, TX 75243.
“Student Services: Assessment, Advising and Transfer “                                            39

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