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Capstone Project: Proposal for a Transfer Services Center at Finger Lakes Community College

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Stephanie Haynes

on 20 May 2011

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Transcript of Capstone Project: Proposal for a Transfer Services Center at Finger Lakes Community College

Transfer Services Center Why Create a
Transfer Services Center
(TSC)? The SUNY Community Colleges Mission Statement FLCC Mission Statement Description of the Transfer Services Center Transfer Services Center Mission Statement Historical Context Enrollment Growth Increasingly Diverse Transfer Populations Transfer Credit Issues Potential Legal Issues Potential Diversity Issues Strategic Plan for the Transfer Services Center Assessment Plan Physical Layout of Office Office Staffing Transfer Workshops Transition-to-College Course Transfer Days (at 4-year Institutions) Transfer Fairs (at FLCC) Mentor Program with 4-year Institutions Mentor Program within FLCC Orientation Transfer Services Center Programming Office Budget Student Services Center References MCC vs. FLCC The SUNY Community Colleges ensure OPEN ACCESS to high quality postsecondary education and contribute significantly to the development of an EDUCATED CITIZENRY and SKILLED WORKFORCE. They offer comprehensive learning opportunities ranging from TRANSFER & CAREER DEGREES to programs customized to serve specific individual, community, business and economic development needs. All share a dedication to instruction and services that nurtures the academic and personal achievement of individuals with DIVERSE backgrounds and aspirations. Finger Lakes Community College is a supportive, learning-centered environment that empowers our students, provides enriching life experiences, and enhances the quality of life throughout our community. The Transfer Services Center is committed to assisting students at Finger Lakes Community College with the transfer process by providing individualized advisement and support in order to help students make a seamless and successful transition to their next institution The Transfer Services Center strives to ensure that FLCC students experience a seamless and successful transition to their next institution.

The TSC is committed to assisting students reach further educational goals through the use of programs, resources, and services that will contribute to their transfer planning. Finger Lakes Community College (FLCC) “is a public, open access institution dedicated to providing a quality education in a student-centered environment.”

Established in 1965 and opened for instruction in 1967, FLCC is part of the State University of New York (SUNY) system.

The main campus of FLCC is located in Canandaigua, New York, while satellite campuses are located in Newark, Geneva, and Victor. Some facts about the college:

Enrollment: 6,935 full and part-time students (fall 2010)

The average age of full-time students is approximately 23; (part-time approximately 24)

Students from more than 360 different high schools in NYS, across the United Stated and from a few other countries

Graduates: More than fifty-five percent of FLCC students graduate with A.S. or A.A. transfer degrees prepared for further study at four-year institutions. Others graduate with A.A.S. degrees or certificates prepared to obtain employment in their field of study.

Special Opportunities: FLCC offers more than forty academic degree and certificate programs, honors studies, a winter session and minimesters, online and hybrid, travel and expedition courses, internships, high school dual-credit programs, non-credit and workforce training offerings, and Adult Basic Education/GED programs About FLCC The 2008-2013 strategic plan at FLCC, “focuses on fostering a learning-centered environment, making higher education accessible for more students, operating efficiently, and improving the quality of education and the quality of life in the Finger Lakes region” Community colleges represent open access establishments that are available to fulfill the educational needs of all community members.

Historically, "community colleges were established in the dawn of the twentieth century to fulfill several needs in our society… their charter included the tantamount responsibility of being OPEN-DOOR, OPEN-ACCESS institutions" (Phelan, 1999, p. 77).

Traditionally objective of community college students was to earn general education credits or an Associate's degree in order to (1) transfer their credits to fulfill some of the requirements of a Bachelor’s degree, or (2) find professional employment.

While these are still the aims for many students, there have been significant changes occurring in community colleges that are related to economical and societal factors. Over the past few decades, community colleges have experienced major growth, which is projected to continue since these institutions offer an affordable education, small class sizes, individualized attention, and the opportunity to enhance skill sets.

"In 1963, enrollment at community colleges nationwide totaled 740,000…by the mid-1990s, the number was 5 million. Today it's nearly 12 million" (Ward, 2007, p. 2).

As compared to the fall of 2007, when the recession first began, the number of community college students in the fall of 2010 increased by 1.4 million (an increase of over 20%).

In the mid-1960s, enrollment at SUNY and City University two-year colleges…totaled fewer than 80,000. By 2000, 180,000 full or part-time students attended community colleges that were part of the SUNY system, and another 63,000 were in CUNY schools. Over the next five years, SUNY's community college enrollment rose by a further 28,000, and CUNY's by 10,000 (Ward, 2007, p. 2).

The influx of students attending community colleges equates to an increase in the number of community college students embarking on the transfer process. Types of Transfer

Traditional 2  4

Lateral 4  4

Reverse 4  2

Temporary Reverse

Swirling Lack of coordination and alignment between institutions

Repeat course work

Spend additional semesters in college

Advanced Placement or dual high school/college credits

Additional stress, time consumption & money Hiring


FERPA & Safety With a mission focused on access and affordability, community colleges draw a diverse population of students, many of which are non-traditional.

“Community Colleges’ student pools are probably the most diverse group in higher education.

More recently, community colleges are challenged with maintaining the mission of open access and affordability while balancing the needs of the diverse student population (and operating on reduced budgets and resources).

It is crucial to hire staff members for the Transfer Services Center that are able to demonstrate sensitivity to and understanding of the diverse academic, socioeconomic, cultural, ethnic, and disability backgrounds of FLCC students, staff, and faculty (“reflect the diversity of the campus”).

Add initiatives and programs to serve minority and nontraditional students and using those efforts to enrich the educational experience for all. First-generation students Students from low-income families ESL students Returning student mothers Veterans Professionals who want to enhance their skills Those learning a trade Students who weren't admitted to the 4-year institution Students in need of specialized mentoring/teaching Director, Transfer Services Center Assistant Director, Transfer Services Center Transfer Counselor, Transfer Services Center Administrative Assistant Peer Mentor Goal: Assure the Successful Transition of Transfer Students

Offer guidance and support through programming and individualized advisement that will provide transfer students with the resources to make successful transitions to the four-year institution. Increase the number of professional staff members in the Transfer Services Center available to provide academic advisement to students planning to transfer (1 year).

Increase Transfer Services Center’s involvement in new, transfer, and returning student orientation (1 year).

Develop transfer workshops to educate students on the transfer process (1 year).

Collaborate with other student services offices at FLCC to develop a transition-to-college course (2-3 years).

Create a peer mentor program for current FLCC students and incoming reverse and swirling transfer students (1-2 years) Offer and expand services to assist students transferring from FLCC. Objective Objective Objective Create strong transfer partnerships with four-year institutions. Develop relationships with admissions representatives at 4-year institutions by participating in transfer fairs and days (1 year).

Collaborate with four-year institutions to create a peer mentor program (2-3 years).

Establish 25 2+2 dual admission programs and articulation agreements with four-year institutions (2-3 years).

Increase the number of 2+2 dual admission programs and articulation agreements with four-year institutions by 50 (4-5 years). Follow-up with FLCC transfer students after they have transitioned to the four-year institution. Contact FLCC transfer alums to evaluate the effectiveness of the TSC’s services (1 year).

Create a tracking agreement with four-year institutions to assess the completion rates of FLCC transfer students (2-3 years). Collaborate with Ann Robinson, the Director of Assessment at FLCC.
Create a tracking agreement with four-year institutions (especially those FLCC has articulation agreements with).
Assess effectiveness of TSC services through surveys and focus groups.

Indicators of success:
Completion rate at 4-year institution; According to Pecorino (2006), measuring the completion rate of transfer students is an accurate indication of community college success.
Specific program completion rates
Fall-to-fall persistence
Student performance at the transfer institution
Student satisfaction using the SUNY Student Opinion Survey

Establishing a tracking agreement:
Edit the college application and require students to indicate whether or not they plan on transferring to a four-year institution to earn a Bachelor’s degree.
Create a waiver form for transfer students to sign that will allow the TSC to follow-up with the students’ four-year institutions post-transferring.
Encourage FLCC transfer students to keep in contact on their own behalf to discuss their transitions.
Full transcript