recruitment, retention and relationship building with transfer guides and unofficial evaluations...
TRANSCRIPT
Recruitment, Retention and Relationship Building with
Transfer Guides and Unofficial Evaluations
COTA Conference: February 1, 2013
Question:
how many use unofficial evaluations as a recruitment
tool?
What are Transfer Guides?
“Course Equivalency Documents” outlining which courses will transfer from specific 2-year institutions.– Used by Students,
Advisers, and Admissions Officers
– Created around A.A./A.S. degrees
– Updated yearly based on current catalog information
Background Information
Fall 2011 class:
Total Class: 436
Transfer students (daytime only): 255 (58%)
Top Transfer Schools:Metropolitan Community Colleges (MCCKC): 106
Kansas City Kansas Community College (KCKCC): 19
This seems REALLY Antiquated to me. . . .isn’t
there a better way?
Why use Transfer Guides?• Helps students and
advisers answer the question, “What will transfer?”
• Fosters a relationship between 2-year institutions and Park University
• Students can maximize transferability of credit
• Student knows early on in their 2-year degree program what we expect of them
The Path to Transferring
• Student contacts us (typically referred
to us from their community college counselor)• Student gets us transcripts
– Contact information is then collected (name, phone number,
major, email address)– This information is then put into our communication plan
• Unofficial evaluation is processed• Follow-up with student and set up campus visit
(not every student goes through the unofficial evaluation process)
The Unofficial Evaluation as a Recruitment Tool
The student can make an informed decision about when they want to transfer (now or later) and (by using the transfer guide) they can decide if they want to take any additional courses prior to transferring
The unofficial evaluation outlines how the student’s 2-year degree (if earned) will fit into our 4-year degree plan.
It also outlines for the student how their credits will transfer should they chose NOT to complete a 2-year degree.
Full Disclosure
“Institutions have a responsibility to make this distinction, and its implications, clear to students before they decide to enroll. This should be a matter of full disclosure, with the best interests of the students in mind. Institutions also should make every reasonable effort to reduce the gap between credits accepted and credits applied toward an educational credential” (2004, p.212).
***The next slide demonstrates the full disclosure provided to both students and advisers as transfer guides
are used and unofficial evaluations are processed.
This page shows:
•No more that 75 hours
•“2, 2, and 2”
•LE’s waived (37 hours)
•LE 300 waived
•Course by course equivalency
The “Guide” to a Successful Transfer
Equivalency extends beyond the Parkville campus.
Park University has articulation agreements or course equivalency Guides with over 150 Community Colleges/ or Universities!
Why Universities?
How does this process play a role in recruitment and retention?
It’s a TEAM effort and there are NO GUESSING GAMES! We support the 2-year schools by encouraging their
students to complete their degree. The result is a successful and smooth transfer process for these students.
Transfer Guide + Unofficial Evaluation = Retention
Our Job is to Encourage
“Students who choose not to transfer often do so because of “lack of encouragement, because attending a four-year college has never been viewed as an option, or because of fear and low self-esteem” (King, 1994, p.5). Even students who do transfer very likely will have some of the same issues. These feelings should be examined as part of the advising process. Acknowledging fears and finding ways to overcome them not only will help those students who transfer but also will create an avenue for encouraging more students to transfer” (Bell, 2004, p.73)
Bell, L. W. (2004). Critical issues in advising transfer students: Student retention begins before matriculation. In B. Jacobs, B. Lauren, M. Miller & D. Nadler (Eds.), The college transfer student in america: The forgotten student (pp. 70-85). Washington, DC: America Association of Collegiate Registrars and Admissions Officers.
To Begin Your Own Transfer Guide:
1. Data Driven Decision Making (top feeder schools)
2. Gain support from your Registrar’s Office
3. Gain support from your publication office• Means of publication (print, electronic,
online, etc.)
4. Allow time for editing and proofing
5. PROMOTE! PROMOTE! PROMOTE!
For additional questions:
Gina Mumpower-TurnerAssociate Director of Transfer Admissions
Phone: 816-584-6218E-mail: [email protected]
Stacy Engle-TjadenLead Enrollment Counselor Enrollment ServicesPhone: 816-584-6271E-mail: [email protected]
ReferencesB. C. Jacobs, PH. D., B. Lauren, PH. D., M. Miller, ED. D. & D. Nadler, PH. D. (Eds.),
The college transfer student in america: The forgotten student. Washington, DC: AACRAO.